Presentation from the hands-on session around eAssessment and Turnitin's Similarity reporting feature for PGRs with teaching responsibility on the PTT course.
Blackboard Introduction for secretary
(a general presentation prepared, only discussed slides that were interesting for them. I skipped the part of the Grade Center)
Tips for using Brightspace in the Development and Delivery of a Fully Online ...D2L Barry
Presentation titled "Tips for using Brightspace in the Development and Delivery of a Fully Online Language Course" by Adam Gacs of Michigan State University. Brightspace Illinois Ignite forum, Nov. 21, 2014.
Introduction to Massive open online courses (MOOCs) , showing examples, explaining their structure and process and finally discussing their opportunities and risks.
Blackboard Introduction for secretary
(a general presentation prepared, only discussed slides that were interesting for them. I skipped the part of the Grade Center)
Tips for using Brightspace in the Development and Delivery of a Fully Online ...D2L Barry
Presentation titled "Tips for using Brightspace in the Development and Delivery of a Fully Online Language Course" by Adam Gacs of Michigan State University. Brightspace Illinois Ignite forum, Nov. 21, 2014.
Introduction to Massive open online courses (MOOCs) , showing examples, explaining their structure and process and finally discussing their opportunities and risks.
Are your learning strategies preparing students for success in today’s workplace? Enhance student learning and
retention by using state-of-the-art technologies to perform office jobs relevant to workplace success. Teach Word
2013 while also developing creativity, productivity, communication, and document design skills. Provide experience
with projects that simulate realwork environments to give students a competitive edge in the part-time job market
and relevant experience required when they graduate. Discover a solution that is easy for students to access and use
and for you to train, grade, and assess keyboarding and word processing proficiency.
The Great ID Challenge - DevLearn 2011 Session by WeejeeLearningweejeelearning
Every instructional designer wants to create innovative, effective, and engaging designs. However, less-experienced instructional designers often don't know where to begin when faced with a design dilemma. As compared with novices, experts tend to have larger and richer schemata of knowledge. Without exposure to a large quantity of eLearning programs, those new to instructional design may struggle to think beyond text-and-next designs.
Participants in this panel session will see not one, not two, but three different instructional design approaches to one common design challenge. You’ll learn some of the many ways that expert instructional designers come up with creative, out-of-the-box designs. Prior to DevLearn, three expert instructional designers will get the same learning challenge, and during the session each will present their approach to the instructional design of the eLearning deliverable(s). You’ll see mockups of their ideas as well as the steps they took to create the design, and you can question them. The panelists are: Carol Ann Amico, Senior Manager, Instructional Systems Design – AICPA, Amanda Warner, Freelance Instructional Designer and winner of the 2011 Global Giveback Competition, and Judy Unrein, Instructional Designer, Alcorn, Ward & Partners, Inc. Tracy Bissette will moderate.
In this session, you will learn:
How expert instructional designers approach a learning challenge as presented by a client
Three different approaches for addressing one instructional design challenge
Where great instructional design ideas come from
Which resources are most frequently used by experienced instructional designers
Texas Rangers to the rescue: turning your VLE into an exam centreBlackboardEMEA
If one tries to meet the ever growing demand to replace the cumbersome exams on paper with a digital version, the obvious choice to use the assessment tools of the virtual learning environment (VLE) may not be as obvious as one might think.
The modern VLE’s are increasingly ‘open’, ‘searchable’ and ‘connected’ with the outside world AKA The Cloud. On the other hand ‘restriction’ or ‘control’ is a key concept for exams. First of all for students, control means: a simple workflow, so that the sole focus can be on answering the questions. And for staff, this means control the access to the exam ‘room’, restrict or block access to documentation sources (including the ‘regular’ VLE content ), monitor the progress of students and detect impostors. At KU Leuven, we have attempted to impose this level of control to our Blackboard Learn deployment by using some simple tools. Our solution was dubbed Texas (Toledo EXams Advanced System) as a working title and is a combination of front-end (Javascript, CSS) and backend (Java) technologies based on opensource libraries and the Blackboard API’s. First of all it compromises a dedicated theme, which among others strips down the course menu to the bare minimum, and simplifies the process of taking
assessments. Also, we built a ‘dashboard’ tool for staff to control the access of students to the exam, monitor student progress and to detect impostors based on IP addresses, login times, et cetera.
The design solution focused on enhancing the usability of the learning management system, making it easy to use and pleasurable. Students can easily share/access notes, upload assignments and have a discussion at any time.
Are your learning strategies preparing students for success in today’s workplace? Enhance student learning and
retention by using state-of-the-art technologies to perform office jobs relevant to workplace success. Teach Word
2013 while also developing creativity, productivity, communication, and document design skills. Provide experience
with projects that simulate realwork environments to give students a competitive edge in the part-time job market
and relevant experience required when they graduate. Discover a solution that is easy for students to access and use
and for you to train, grade, and assess keyboarding and word processing proficiency.
The Great ID Challenge - DevLearn 2011 Session by WeejeeLearningweejeelearning
Every instructional designer wants to create innovative, effective, and engaging designs. However, less-experienced instructional designers often don't know where to begin when faced with a design dilemma. As compared with novices, experts tend to have larger and richer schemata of knowledge. Without exposure to a large quantity of eLearning programs, those new to instructional design may struggle to think beyond text-and-next designs.
Participants in this panel session will see not one, not two, but three different instructional design approaches to one common design challenge. You’ll learn some of the many ways that expert instructional designers come up with creative, out-of-the-box designs. Prior to DevLearn, three expert instructional designers will get the same learning challenge, and during the session each will present their approach to the instructional design of the eLearning deliverable(s). You’ll see mockups of their ideas as well as the steps they took to create the design, and you can question them. The panelists are: Carol Ann Amico, Senior Manager, Instructional Systems Design – AICPA, Amanda Warner, Freelance Instructional Designer and winner of the 2011 Global Giveback Competition, and Judy Unrein, Instructional Designer, Alcorn, Ward & Partners, Inc. Tracy Bissette will moderate.
In this session, you will learn:
How expert instructional designers approach a learning challenge as presented by a client
Three different approaches for addressing one instructional design challenge
Where great instructional design ideas come from
Which resources are most frequently used by experienced instructional designers
Texas Rangers to the rescue: turning your VLE into an exam centreBlackboardEMEA
If one tries to meet the ever growing demand to replace the cumbersome exams on paper with a digital version, the obvious choice to use the assessment tools of the virtual learning environment (VLE) may not be as obvious as one might think.
The modern VLE’s are increasingly ‘open’, ‘searchable’ and ‘connected’ with the outside world AKA The Cloud. On the other hand ‘restriction’ or ‘control’ is a key concept for exams. First of all for students, control means: a simple workflow, so that the sole focus can be on answering the questions. And for staff, this means control the access to the exam ‘room’, restrict or block access to documentation sources (including the ‘regular’ VLE content ), monitor the progress of students and detect impostors. At KU Leuven, we have attempted to impose this level of control to our Blackboard Learn deployment by using some simple tools. Our solution was dubbed Texas (Toledo EXams Advanced System) as a working title and is a combination of front-end (Javascript, CSS) and backend (Java) technologies based on opensource libraries and the Blackboard API’s. First of all it compromises a dedicated theme, which among others strips down the course menu to the bare minimum, and simplifies the process of taking
assessments. Also, we built a ‘dashboard’ tool for staff to control the access of students to the exam, monitor student progress and to detect impostors based on IP addresses, login times, et cetera.
The design solution focused on enhancing the usability of the learning management system, making it easy to use and pleasurable. Students can easily share/access notes, upload assignments and have a discussion at any time.
Administering a customised, printable certificate of completion in Blackboard...Blackboard APAC
While badges and achievements have their place, some training programs often still require participants to have a printed or PDF certificate bearing their name as proof of completing a task. Griffith University developed a tool to fit this need some years ago and it has recently been transformed into a Blackboard Building Block, allowing more sustainable usage and customisation options. This presentation will talk through the history of the project and demonstrate the capabilities of the new Building Block.
Bb on Tour 2016 | Exploring the Grades Journey and Improving Assessment Feedb...Blackboard APAC
Grading used to be an extremely time consuming process which kept academics at their desks and dreading the task. With the advent of new technologies, mobile apps and beautiful new features which make the job more practical – not only is it a quicker and more pleasant process but academics now have the chance to reflect further on assessment style, effectiveness and take on board feedback for future courses. Join this session for an insight into how to implement best practice in grading at your organisation.
Presenters:
Mark Bailye, Customer Success Manager, ANZ
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TLC2016 - Turning Blackboard Learn into a Digital Examination Platform: lesso...BlackboardEMEA
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-Benefits of digital examinations
-Organisation of digital examinations
-What testsoftware to use?
-Security
-Computer and examination infrastructure
-Teacher support
University of Antwerp shares her 8 years experience implimenting digital examinations, using an agile solution: Blackboard Learn & our own examination Building Block.
Get students certified in Microsoft Office or Adobe software quickly and easily. Microsoft certified in only 1 week. Adobe certified in only 2 weeks. Quick and easy lessons walk you through the standards. Motivate students and remediate quickly using project based learning.
Making Faculty Training More Agile with Blackboard BadgesKaitlin Walsh
As colleges increase their online course offerings, so does the need to train faculty to transition to the online format. Also, with a number of these online courses being taught by adjuncts who work full time or teach elsewhere, perhaps the biggest challenge is finding the time to complete the training. How do we cover the points they need to know in the little time they have? And how do we make the training relevant or meaningful to those who have had previous training elsewhere?
At American International College, we sought to address these challenges by using a competency-based badge system to support our training program for faculty teaching online. Faculty complete tasks to demonstrate their mastery of Blackboard skills, online pedagogy and AIC policies and procedures, with each set of tasks leading to a badge. Faculty who already have experience in these areas can demonstrate their competencies in alternate methods to earn their badges. This presentation will provide an overview of AIC’s redeveloped training program for faculty teaching online. We will address considerations of structure and implementation, as well as the benefits for full- and part-time faculty.
Making Online Training More Agile with Blackboard BadgesJeremy Anderson
At American International College we implemented Blackboard accomplishments in a variety of training scenarios in order to improve tracking, accountability, and engagement. Three separate use cases are presented: online faculty certification, online student orientation, help desk cross training certification.
Presented at NERCOMP PDO Blackboard Users Group 2015.
A presentation on Course Design and Implementation of Course Delivery in Open and Distance Learning.
Delivered during University of Ibadan Cascade Training for all Academic Staffs in Distance Learning Programme.
Learning Management Systems - Online EducationBrian Pichman
Schools and universities around the world are teaching today's future leaders through online classroom environments. They utilize a tool called a Learning Managment System to track student progress and performance throughout the course. In today's shifting landscape, many companies are adopting the same approach to train and ensure their team is up to date with processes and procedures. At the same time, they are developing content to teach their employees skills. Join Brian Pichman
of the Evolve Project as he navigates you through what an LMS is and how it can be applied to train library staff (and even patrons). Learn how you can create a strategy to create a robust learning environment to help your staff to help them learn and grow.
LMS stands for Learning Management System. SRDT LMS allow you to manage every aspect of a course, from the registration of students to the storing of test results, as well as allowing you to accept assignments digitally and keep in touch with your students.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
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The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
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Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2. LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT
PREPARATION
1. Please log in to your computer
2. Log in to Blackboard, using the Chrome browser
3. You will be using your own Practice Course in the session. Find your course under:
Enrolments > Courses (> No Term Assigned)
4. Enter the course: [Your name] Practice Course
5. Plug in the memory stick provided for use in the session - please return it
afterwards!
2
5. TEL STAFF (CQSD)
Vicki Holmes
Head of TEL
v.holmes@reading.ac.uk
Adam Bailey
Senior TEL Advisor
a.r.g.bailey@reading.ac.uk
Lauren McCann
TEL Advisor
l.j.mccann@reading.ac.uk
Shirin Irvine
TEL Advisor
s.irvine@reading.ac.uk
Maria Papaefthimiou
Senior TEL Advisor
m.c.papaefthimiou@reading.ac.uk
Andy Turner
TEL Applications Manager
a.r.turner@reading.ac.uk
5
6. SESSION AIMS & OVERVIEW
In this hands-on session you will:
Understand how a Blackboard & Turnitin Assignment is created
Experience how a student submits their work
Practise marking a Blackboard AND a Turnitin Assignment
Understand how assignments are related to Blackboard’s Grade Centre
Understand how marks & feedback are returned to students
Experience how a student accesses their marks & feedback
Investigate Turnitin’s Similarity checking & reporting feature &
understand how to interpret a Similarity Report
Know where to find help and where to refer students for support 6
7. LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT
PREPARATION
1. Log in to computer
2. Log in to Blackboard, using the Chrome browser
3. You will be using your own practice course in the session. Find your course under:
Enrolments > Courses (> No Term Assigned)
4. Enter the course: [Your name] Practice Course
5. Plug in the memory stick provided for use in the session - please return it
afterwards!
7
8. LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT
8
Specify
Settings
Supporting
Submitting
Marking &
Feedback
Recording
Marks
Returning
Marks &
Feedback
Reflecting
• Identify assignments
• Decide on process
• Select suitable tool
• Submission point set up
• Instructions to students
• Feedback Plan
• Marking criteria (Rubric)
1
2
3
4
5
6
7
8
• Prepare students for the
assignment
• Provide guidance
• Help guides
• Submission point availability
• Drafts
• Originality Reports (Turnitin only)
• Monitoring late and extensions
• Mark the assignment
• Use your chosen method of
providing feedback
• Moderation / second marking
• Enter Marks
• Grade Centre calculation
• RISIS
• Release marks and feedback via
Grade Centre
• Post Date (Turnitin only)
• Ask students to reflect on
performance
• Review assignment analytics
Assessment Life Cycle for
Assignmenttool
10. LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT
BLACKBOARD ASSIGNMENT
CAPABILITIES
10
Features
• Integrated with Grade Centre
• anonymous marking
• delegated marking
• Attach feedback files
• Rubric (marking grid)
• Email receipt for submissions
• Submission process allows:
• multiple files
• large file sizes
• group submission
Limitations
• No similarity reporting
• No reusable comments
Assignment tool
11. LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT
TURNITIN CAPABILITIES
11
Features
• Similarity Reports
• Email receipt to students
• Rubric (Marking grid)
• Re-useable comments (QMs)
• Submission requirements:
• Submit a single file
• Maximum length 400 pages
• Minimum length 20 words
• Maximum file size 40MB
Limitations
• Individual submissions only
• No in-built facility for:
• Group submission
• Moderation
• Double marking
12. LET’S TRY IT OUT
12
SUBMIT & MARK AN ASSIGNMENT
Assignment tool
13. LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT
SUBMIT AN ASSIGNMENT
1. Enable the Student Preview
2. Submit an assignment as a student
• Use the example assignment on the memory
stick provided (BB Assignment folder)
3. Exit Preview and choose the option:
•Keep preview user and all data
•Click Continue 13
14. SUBMISSION RECEIPT
• Email receipt sent to students
• Uses University email address
• Includes:
• Unique submission ID
• Date and time of submission
• Assignment title & course ID
• Lists attached files with links to download (shows file size in KB)
• Staff access to list of receipts, via course:
• Control Panel > Files > [Course ID] > Receipts folder
14
16. ANONYMOUS MARKING
• Enable anonymous marking before any assignment is submitted
• Choose when anonymity is turned off, either:
• Once all assignments have been graded
• On a set date (requires a Due Date)
• Cannot see students’ names at any time
• Blackboard displays to students that their assignment has been marked
anonymously
16
17. DELEGATED MARKING
• Enable delegated marking when a Bb assignment is set up
(do not edit after students have started submitting)
• Allocate staff to mark assignments:
• None
• All submissions
• Random set
• Groups
• Allows for distributing marking, double marking & moderation
• Grades need to be agreed (reconciled) before feedback is released
• Only staff with the role of ‘Instructor’ can reconcile grades
17
19. GRADE CENTRE
19
• Manage assessments
• Calculate marks and deliver feedback
• Review marking analytics
Other assessments:
• Tests & survey results
• Mark online activities (e.g. Blogs, Wikis, Discussion Board posts …)
20. RUBRICS
What is a rubric?
• A marking tool that uses a set of identified criteria, against which
students’ assignments can be evaluated
• Usually represented as a grid or table with a scale (Levels of Achievement)
• Linked to learning outcomes
• Measureable & observable performance
Be aware!
• Rubrics are collective & apply to all!
• Don’t change or detach a rubric once
you’ve started marking!
20
21. FILE FORMATS
23
That generate a preview for on-screen marking*
* Can allow submission in any file format. Other
file formats show as an attached file for
download. The tools can still be used to provide a
mark and feedback.
Blackboard Assignment
• MS Word (DOC, DOCX)
• MS PowerPoint (PPT, PPTX)
• MS Excel (XLS, XLSX)
• Portable Document Format (PDF)
22. IPAD APP
• Bb Grader App
• Provide audio and video feedback
24
24. LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT
SUBMIT AN ASSIGNMENT
1. Enrol the person next to you on to your Practice
Course as a student:
•Go to Control Panel > Users and Groups > Users
•Click ‘Find users to Enrol’ & enrol your partner
(using their username)
2. Then, go into the course you have just been
enrolled on as a student
3. And submit your assignment. (The assignment is
on your memory stick.)
26
25. FILE FORMATS
27
• MS Word (DOC , DOCX)
• MS PowerPoint (PPT, PPTX)
• MS Excel (XLS, XLSX)
• Portable Document
Format (PDF)
• Open Office (ODT)
That generate a preview for on-screen marking*
* Can allow submission in any file format. Other file formats show as
an attached file for download. The tools can still be used to provide
a mark and feedback.
• Plain text (TXT)
• Rich Text Format (RTF)
• HTML
• Corel WordPerfect
• Adobe PostScript®
• Hangul (HWP)
26. QUICKMARK SETS
What are they?
• Personal library of reusable comments
• Group comments (QuickMarks) together into different sets
• Use QuickMarks for a range of feedback types
• Benefits: Consistent language, greater level of detail, links to external
sources
Let’s try it out!
• Create your own Quickmark set
• Add a QuickMark to a set
28
27. ANONYMOUS MARKING
• Enable anonymous marking before any assignments are submitted
• Anonymity is automatically turned off on the Post Date
• Students’ names are revealed to staff
• Marks are sent to Grade centre
• Option to reveal a student’s name ahead of the Post Date
• While anonymous marking is enabled you cannot:
• Download student papers
• Export a summary of student submissions and grades
• See data in the Blackboard Grade Centre
• See who has not submitted
29
28. RUBRICS
What are they?
• A marking tool that uses a set of identified criteria, against which
students’ assignments can be evaluated
• Usually represented as a grid or table with a scale
• Linked to learning outcomes
• Measureable & observable performance
• Rubrics are collective & apply to all submissions
• Do NOT change or detach during marking
30
29. IPAD APP
• Turnitin for iPad
• Offline marking
• Video https://vimeo.com/71294058
31
30. LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT
How to interpret the Similarity Report & use it to
support academic writing
32
TURNITIN: SIMILARITY REPORT
Technology EnhancedLearning
CQSD
05/12/2016
32. AIMS & OVERVIEW
• Understand how a Similarity Report is generated
• Interpret the Similarity Index
• View and filter the online sources of matched text
• Identify potential issues in an assignment that might indicate
plagiarism or collusion
• Understand the benefits of using the Similarity Report as a
teaching tool with students 34
33. QUESTION TIME!
How do you currently detect
plagiarism when marking a
student assignment?
36
34. PLAGIARISM: COMMON SIGNS
• Changes in text formatting
• Out of date references or statements
• References made in different styles
• Going off topic in the assignment
• Changes in tense
• Differences in phrasing or writing style
• Similarities in phrasing across papers for the same
assignment
• Recognising a source
37
35. TURNTIN SIMILARITY REPORT
21% of
this paper
matches
other
sources
Highlights any
text that
matches
sources in the
Turnitin
databases, and
provides links to
them.
36. WHAT IS A SIMILARITY REPORT?
It displays the results of the text matches to internet sources
Checks:
• Websites (& archived)
• Student paper repository (Institutional & UK)
• Some journals & publications
So it can:
• Assist tutors in their professional academic judgment
• Be used as a learning tool to help students check their work
• Be used as part of academic integrity teaching strategy
38. HOW DOES IT HELP?
Assists in validation of the originality of students’ work
Provides equality of provision
Helps maintain standards and quality of awarded marks
Students can check poor paraphrasing and missing citations
and improve their academic writing
41
39. SIMILARITY REPORT:
LIMITATIONS
It does NOT detect:
• Older print sources & books
• Some electronic journals
• Password-protected website content
• Translated foreign language sources
• Mathematical equations
• Graphs, diagrams and images
• If someone else has written it
42
40. WHAT IS TURNITIN NOT?
• It’s NOT a plagiarism detector
• It’s NOT a substitute for an
academic’s professional
judgement
43
41. TURNITIN
MYTHS & MISUNDERSTANDINGS
• Automatically detects plagiarism
• Plagiarists will use Similarity report to cheat
• The Similarity Report is inaccurate
• Turnitin is easy to deceive
• I can use Google to check suspected text
44
42. SIMILARITY REPORT:
STUDENT ACCESS
• Access is defined when the submission point is set up
• Option: Allow students to see the originality report? YES/ NO
• Similarity reports can be generated:
• Immediately first report is final
• Immediately (can overwrite reports until due date)
• On due date
45
46. ACTIVITY TIME – HANDS ON!
• Explore the Similarity Report from the given student
assignment (teltest01-10), completing the following
tasks:
• Go to the match breakdown
• Find the original source
• Look at types of matches – can you see any patterns?
• Apply filter – what happens?
• Exclude matches – what happens?
• Work in pairs to discuss & help each other! 49
49. SUPPORT
52
For Staff For Students
Graduate School Organisation on
Blackboard
Support for Students tab on
Blackboard
TurnitinUK website > Training >
Instructor Training >
Part 3: Evaluating Originality Reports
Video guides:
Getting the most out of Turnitin
(Study Advice, University of Reading)
How to interpret an Originality
Report (Oxford Brookes University)
Interpreting your Originality
Report (Queen Mary University of
London)
50. QUESTION:
• How could you use the Similarity Report
with students as a developmental tool to
improve their academic writing?
53
51. TURNITIN
Students can be confused and anxious about Turnitin and what the
Similarity Report means.
Suggestions:
1
Set up a Turnitin submission point on your course.
• Choose not to save the assignments to Turnitin’s student paper database.
• Decide if you want the students to see the originality report.
2
Ask your students to submit a draft of their assignment.
• At least three weeks before the due date.
3
Organise a 15-minute, face-to-face tutorial.
• Individual or small group.
• Discuss what the similarity report shows and the use of author’s words, citations &
paraphrasing.
• Highlight good use of sources and area that need work.
52. SUPPORT AVAILABLE: PGRS
55
Get in touchTEL guides
TEL blog
Blackboard Help
site
Turnitin Support
Site
IT Service Desk
(it@reading.ac.uk)
• Help you with technical queries
• Forward your TEL queries to us
Graduate
School Bb
Organisation
55. EASSESSMENT& ORIGINALITY:
SO, WHAT DO WE KNOW?
Let’s play Kahoot!
Go to www.kahoot.it on your mobile
device or PC and get ready for the quiz.
(There are prizes!) 58
Editor's Notes
Welcome to the session!
The members of CQSD technology enhanced learning (TEL) cluster – here & happy to support!
This session is an overview and sets the scene, not designed to be a detailed session on the use of the tools. We will be providing further staff development covering these aspects in more detail
This was developed by MMU (Manchester Metropolitan University)
Moderation and double marking can still be preformed by using a manual workflow.
Blackboard Assignment
Quickly demo how to set up a Bb Assignment before participants then submit & mark one.
Link to Rubrics on Bb Help website: https://en-us.help.blackboard.com/Learn/9.1_2014_04/Instructor/120_Grade_Center/020_Grading/010_Rubrics
Link to Rubrics on Bb Help website: https://en-us.help.blackboard.com/Learn/9.1_2014_04/Instructor/120_Grade_Center/020_Grading/010_Rubrics
Turnitin Assignment
Quickly demo how to set up a Turnitin Assignment before participants enrol a partner & submit an assignment to each other’s Practice Courses.
This session will explain what the matches made in a Turnitin Originality Report mean and discuss how the TII Originality Report can be used as a formative tool to support your students with academic writing.
By the end of the session you will be able to:
• Understand how an Originality Report is generated
• Interpret the Similarity Index
• View and filter the online sources of matched text
• Identify potential issues in an assignment that might indicate plagiarism or collusion
• Understand the benefits of using the Originality Report as a teaching tool with students
Prior knowledge: It will be expected that participants have completed the online BB1 Orientation course and attended the BB2 Create session.
BB Originality is part of the e-Assessment suite of sessions of the TEL staff development programme. Other sessions in this suite include BB Assignment, BB Grade Centre and BB Turnitin. This is complemented by a suite of introductory sessions (BB1 Orientation, BB2 Create, BB3 Activities and BB4 Groups) which, taken together, equips staff with the knowledge needed to start using Blackboard effectively in their teaching
Students will benefit by having access to the Originality Report prior to final submission of assignment (i.e. when students can use it to inform their work)*
*Students are guided to information on how to interpret the Originality Report in order to help develop their understanding
Let’s unpack what is meant by this statement (explain the bullets)
Rationale is:
Early exposure to Originality Check will help students throughout their studies.
In order to understand and make effective use of the OR for their learning, students will benefit from guided support when first using Turnitin to submit work.
What is meant by “incorporate the Originality Check facility within Turnitin into at least one Part 1 module”?
It is important that students develop an understanding of academic writing early on in their studies. Accessing the Tii Originality report
can help them to improve their own practice with regards to academic writing, referencing and citation. Therefore, during a Part 1 module, students should be given the opportunity to submit some work via Turnitin and to see and understand the Originality Report that is generated. This should be prior to final submission of an assignment so that they can use the Originality Report to inform their work. Students should also be guided to information on how to interpret the Originality Report so they can use it effectively.
The Tii Originality Check tool can be used in any module but should be used in at least one module within Part 1.
Academic writing: Writing in an academic context has its own stylistic rules and guidelines. And the earlier we give students an opportunity to get to grips with it, the better it is.
Student success with academic writing depends upon how well they understand what they are doing as they write.
Group discussion
Web-based e-assessment management tool
Primarily for written assignments
Integrated into Blackboard
Key feature:
Text matching system (Similarity Reporting)
Compares text and highlights similarities
Finds unoriginal text from a variety of internet sources
No, the similarity index identifies matching text only
Within the database
Cannot check against new web-content, password protected websites, books and journals not available electronically
Need to use your professional judgement to prove plagiarism
Educational/ developmental tool
A web-based text matching system that checks for potential unoriginal content by comparing text in a student assignment against a database of sources. The database contains copies of electronic text on the internet, in published works, on commercial databases, and in assignments previously submitted to Turnitin by students in universities all over the world, including assignments obtained from internet sites that sell student papers.
It doesn’t determine if plagiarism has taken place
Does not replace an academic’s professional judgment
http://en.writecheck.com/plagiarism-checker-tools-misunderstandings/
Automatically detects plagiarism
Plagiarists will use them to cheat
Not just for catching out blatant cases of plagiarism
Used by researchers to identify mistakes and errors in citations before articles are published
Would need to change every 1 in 3 words to avoid being detected, more difficult than actually paraphrasing a source
The originality report is inaccurate
Only showing matched text and only show potential plagiarism
Requires human intervention to review matches
Turnitin is easy to device
There is lots of advice on the Internet that describes how you can device or trick Tii, these are not accurate and often out-of-date
I can use Google to check suspected text
You can Google passages of text you suspect of being plagiarised but putting all assignments through Tii provides a fair way of detecting electronic matches, you do not unfairly treat particular groups of students where plagiarism can easily be detected e.g. international students
And will allow you to detect matches to sources that you might not be aware of.
Live Demo of Setting one up (if participants have done it, just Edit one)
Show/Explain how students submit
Display the allocation of assignments to staff for this activity
Studies have shown that this interaction can produce a ‘eureka’ moment of understanding and is likely to save time in the long run.
Davis, M. (2007), ‘The role of Turnitin within the formative process of academic writing: a tool for learning and understanding’, Brookes eJournal of Learning and Teaching, 2 (2).
http://bejlt.brookes.ac.uk/paper/the_role_of_turnitin_within_the_formative_process_of_academic_writing-2/
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Instructor goes to getkahoot.com & logs in:
Log-in: unirdgtel@gmail.com
Password: unirdgtel
Open BB2: Blackboard Create Quiz
Trainees go to kahoot.it & enter the PIN then follow the on-screen instructions
Discuss answers & take any questions