This document provides an overview of Turnitin and how it can be used to check assignments for plagiarism. It discusses the different types of assignments in Turnitin, how the originality check works, examples of originality reports and teaching strategies for using Turnitin effectively. Key features of Turnitin like Grademark and Peermark for grading and peer review are also summarized.
Gives an overview of Open Access Initiatives in India. It covers some Journals, Repositories and other Open Access Initiatives from India. This presentation was made at IGNCA on 1st Feb 2009 in the Seminar on "Digital Preservation and Access to Indian Cultural Heritage with special reference to IGNCA Cultural Knowledge Resources", 31st January - 1st February 2009.
Gives an overview of Open Access Initiatives in India. It covers some Journals, Repositories and other Open Access Initiatives from India. This presentation was made at IGNCA on 1st Feb 2009 in the Seminar on "Digital Preservation and Access to Indian Cultural Heritage with special reference to IGNCA Cultural Knowledge Resources", 31st January - 1st February 2009.
Scopus is Elsevier’s abstract and citation database launched in 2004. Scopus covers nearly 36,377 titles from approximately 11,678 publishers, of which 34,346 are peer-reviewed journals in top-level subject fields: life sciences, social sciences, physical sciences, and health sciences
Plagiarism is not always a matter of deliberate theft; it can happen inadvertently through misunderstanding academic conventions of referencing and attribution, or through inappropriate collaboration with other students on your course. This session is designed to explain guidelines on plagiarism, to look at some real-life case studies, and to give you information and strategies to help you avoid it.
PLAGIARISM DETECTION & MANAGEMENT USING TURNITINDr.Kamran Ishfaq
Dr. Kamran Ishfaq, Social Welfare Officer, The Children's Hospital & the Institute of Child Health Multan, Pakistan, Email Address: kamranishfaqchc@gmail.com
Impact Factor Journals as per JCR, SNIP, SJR, IPP, CiteScoreSaptarshi Ghosh
Journal-level metrics
Metrics have become a fact of life in many - if not all - fields of research and scholarship. In an age of information abundance (often termed ‘information overload’), having a shorthand for the signals for where in the ocean of published literature to focus our limited attention has become increasingly important.
Research metrics are sometimes controversial, especially when in popular usage they become proxies for multidimensional concepts such as research quality or impact. Each metric may offer a different emphasis based on its underlying data source, method of calculation, or context of use. For this reason, Elsevier promotes the responsible use of research metrics encapsulated in two “golden rules”. Those are: always use both qualitative and quantitative input for decisions (i.e. expert opinion alongside metrics), and always use more than one research metric as the quantitative input. This second rule acknowledges that performance cannot be expressed by any single metric, as well as the fact that all metrics have specific strengths and weaknesses. Therefore, using multiple complementary metrics can help to provide a more complete picture and reflect different aspects of research productivity and impact in the final assessment. ( Elsevier)
The presentation discusses about a Thesis, Research paper, Review Article & Technical Reports: Organization of thesis and reports, formatting issues, citation methods, references, effective oral presentation of research. Quality indices of research publication: impact factor, immediacy factor, H- index and other citation indices. A verbal consent of Prof. Dr. C. B. Bhatt was obtained (at 4.15pm on Dt. 26-11-2016 at Hall A-2, GTU, Chandkheda) to float the presentation online in benefits of the research scholar society.
This session looks at how to set up Turnitin assignments via MOLE, enabling students to submit electronically. The session will also cover how to give feedback via the system.
Instructors at have access to Turnitin’s plagiarism prevention system to deter plagiarism and promote academic integrity. This guide provides basic introduction to Turnitin and how to use it from the Turnitin Web site or from within Desire2Learn (D2L). Included are instructions for Quick Submit, the easiest way to use Turnitin on an individual paper without the time-consuming process of having to fully enroll an entire class in Turnitin.
Scopus is Elsevier’s abstract and citation database launched in 2004. Scopus covers nearly 36,377 titles from approximately 11,678 publishers, of which 34,346 are peer-reviewed journals in top-level subject fields: life sciences, social sciences, physical sciences, and health sciences
Plagiarism is not always a matter of deliberate theft; it can happen inadvertently through misunderstanding academic conventions of referencing and attribution, or through inappropriate collaboration with other students on your course. This session is designed to explain guidelines on plagiarism, to look at some real-life case studies, and to give you information and strategies to help you avoid it.
PLAGIARISM DETECTION & MANAGEMENT USING TURNITINDr.Kamran Ishfaq
Dr. Kamran Ishfaq, Social Welfare Officer, The Children's Hospital & the Institute of Child Health Multan, Pakistan, Email Address: kamranishfaqchc@gmail.com
Impact Factor Journals as per JCR, SNIP, SJR, IPP, CiteScoreSaptarshi Ghosh
Journal-level metrics
Metrics have become a fact of life in many - if not all - fields of research and scholarship. In an age of information abundance (often termed ‘information overload’), having a shorthand for the signals for where in the ocean of published literature to focus our limited attention has become increasingly important.
Research metrics are sometimes controversial, especially when in popular usage they become proxies for multidimensional concepts such as research quality or impact. Each metric may offer a different emphasis based on its underlying data source, method of calculation, or context of use. For this reason, Elsevier promotes the responsible use of research metrics encapsulated in two “golden rules”. Those are: always use both qualitative and quantitative input for decisions (i.e. expert opinion alongside metrics), and always use more than one research metric as the quantitative input. This second rule acknowledges that performance cannot be expressed by any single metric, as well as the fact that all metrics have specific strengths and weaknesses. Therefore, using multiple complementary metrics can help to provide a more complete picture and reflect different aspects of research productivity and impact in the final assessment. ( Elsevier)
The presentation discusses about a Thesis, Research paper, Review Article & Technical Reports: Organization of thesis and reports, formatting issues, citation methods, references, effective oral presentation of research. Quality indices of research publication: impact factor, immediacy factor, H- index and other citation indices. A verbal consent of Prof. Dr. C. B. Bhatt was obtained (at 4.15pm on Dt. 26-11-2016 at Hall A-2, GTU, Chandkheda) to float the presentation online in benefits of the research scholar society.
This session looks at how to set up Turnitin assignments via MOLE, enabling students to submit electronically. The session will also cover how to give feedback via the system.
Instructors at have access to Turnitin’s plagiarism prevention system to deter plagiarism and promote academic integrity. This guide provides basic introduction to Turnitin and how to use it from the Turnitin Web site or from within Desire2Learn (D2L). Included are instructions for Quick Submit, the easiest way to use Turnitin on an individual paper without the time-consuming process of having to fully enroll an entire class in Turnitin.
Proactive Feedback Strategies in Online (and Offline) TeachingDavid Lynn Painter
Are you frustrated or overwhelmed when trying to balance punitive comments, or justifications for point deductions, with constructive criticism, or specific revision suggestions, in your evaluations of student assignments? Is listing the reasons points were deducted from student work the sole function of an effective teacher? How can instructors best manage their time to develop assignments and provide constructive criticism that fosters student learning and growth? If you find any of these questions compelling, please join our discussion on the struggle to balance objective and subjective criteria to develop positive, mentoring roles with your students.
Internship and Externship in Clinical Legal EducationNilendra Kumar
As part of clinical legal education in the field of ADR, the students are encouraged to witness and participate in the actual mediation, conciliation, negotiation and arbitration proceedings. This presentation is an effort to articulate the efforts needed by the faculty in this direction.
Turnitin is a plagiarism-prevention service and feedback tool which can be extremely useful in formative assessment to help students learn how to avoid plagiarism and improve their writing. This hands-on session will explore its features and the integration with the Assignment tool in Sulis from a pedagogically and research-informed perspective.
Good educational practice points to the need to provide timely, confidential, manageable and empowering feedback (Race, 2013). Yet, with increasing demands on academics and large cohorts, this becomes very difficult to manage. This session explores ways in which the available insitutional tools (Sulis, Turnitin, clickers, etc) can enhance the assessment and feedback experience for students and bring efficiencies for teaching staff.
Employment law case briefInternet, select and research an emplo.docxAASTHA76
Employment law case brief
Internet, select and research an employment law case no greater than five (5) years old
three to four (3-4) page brief
1. Summarize the issue of the case, and then explain the employment law that was violated.
2. Evaluate the type of impact the violation had on the organization then determine two (2) ways the organization could mitigate the issue. Justify your response.
3. Based on your research, determine if a policy was or was not in place during the violation. Then, recommend a communication for all employees to enhance the knowledge of the policy. Support your response.
4. As a HR Manager, explore an organization you worked for or familiar with, then suggest three (3) ways you could make the organization violation free from employment law issues. Justify your response.
5. Use at least three (3) quality academic resources in this assignment. Note: Wikipedia and other Websites do not qualify as academic resources.
Faculty of Business and Law
aCADEMIC YEAR 2018-19
assessment brief
Module Code:
UMKDC7-15-3
Module Title:
Staging & Evaluating Events
Submission Deadline:
2pm, 11th December 2018
Assessment Component
Component B (Report)
Assessment Weighting:
50% of total module mark
Marking and feedback deadline (20 working days)
16th January 2019 (This takes Christmas into account)
Assessment Instructions
, REPORT
Assessment Title: Event Staging Report
This is an individual piece of work and your submission will be in the form of a report. You should draw upon event team collaborative work undertaken during workshops and arranged event team meetings.
Your discussion should refer to your team event as staged during this module and to other specific named events and event types. You should refer to academic and practitioner literature, and wherever possible incorporate contemporary case-studies.
Report Requirements:
Using appropriate theoretical frameworks and drawing upon your work in event teams, detail the significance and impact of two event management domains. You are also required to consider techniques for the effective management and evaluation of each domain. You should choose two of the following event staging domains:
· Risk Management
· Event Experience
· Stakeholder Engagement
· Corporate Social Responsibility
· Managing Volunteers
Module Learning Outcomes Assessed
· Demonstrate understanding of the nature and meaning of events and the ‘event experience’, and the challenges of meeting the diverse needs and expectations of different stakeholders.
· Explain theories and concepts drawn from service operations and events management, and discuss their application in a practical context.
· Demonstrate knowledge of the legal and ethical responsibilities of staging events safely and sustainably.
· Apply a range of relevant tools and techniques in the evaluation, monitoring and measurement of events and their economic, social and/or environmental impacts
Marking Criteria
The followi.
Using ExamSoft Rubrics to Assess Student Medical Research ExamSoft
Presented by Shaheen Miller, Administrative Coordinator, UCF College of Medicine
At the UCF College of Medicine, we use ExamSoft Rubrics to assess first and second year medical students for our unique research program called FIRE (Focused Inquiry Research Experience). All students are required to complete a 2-year research project on a topic of their choice in the field of Medicine/Health. We use the ExamSoft Rubrics platform to assess students' papers in the first year and posters in the second year. Students receive formative (not graded) and summative (graded) feedback from peers, faculty, statistician, and librarian. This webinar will explore how to create and administer these assessments of student learning.
You are a project manager for a pilot module for an Academic.pdfprasad6789
You are a project manager for a pilot module for an Academic Writing course at a Higher
Education institution. The course is targeted at first-year students who will be participating in the
course, Induction to Academic Studies, of which your pilot will be an online component. You have
been briefed to manage the project by the Dean of Academic Learning.
MilparkEducationProjectManagementPROM02-6Assignment131March2023 Page6of10
The need for the project has been identified by the Curriculum Development and Quality
Department, and authorised by the Institutional Senate. You will be reporting to the Dean regularly
and providing a final evaluation report about the impact of the module on the students Academic
Writing skills. On the basis of the pilot and evaluation report, the Dean and Institutional Senate will
make a decision about how the module will be rolled out.
You are to recruit the required online lecturing staff to deliver the pilot module and manage it. They
need to be aware that the course will be evaluated. The students who participate in the course
must be informed that they are participating in a pilot and that they will be involved in an evaluation
of the course.
The Academic Writing module will run as an online module that is part of the course, Induction to
Academic Studies, which is delivered as contact learning for the first-year student in Term 2. The
course, Induction to Academic Studies, has a Course Owner, who is a staff member responsible
for the course. She also manages the teaching staff who work on the course. The regular version
of the course will run as usual, and only a selected number of classes will be involved in the pilot
module. You will need to manage your relationship with these colleagues, and manage any
disruptions that may occur because of the contact classes they are running and the students
participating in your pilot module. There are also concerns about whether students not involved in
the pilot module will be unhappy about their exclusion.
It has often been noticed that students submit work according to how they perceive a lecturer
marks their work. The implication here is that lecturers have varying criteria for how they mark
academic writing and their demands for referencing skills from students. This could skew your
evaluation of the Academic Writing module if what is taught is not reinforced in other subject
classes and academic submissions. You will need to consider how to address this. Some
members of staff have commented that when higher levels of studies (i.e., majors) are engaged in
by students in year two and year three, the writing and assessment requirements become very
specific and are catered for in those classes.
Managing the relationship and communication of all the stakeholders is one of the most
challenging parts of managing a project. You need to consider the environment in which you are
working, and identify who the stakeholders are and how best to manage them.
MilparkEducationProject.
'The VLE Usage Survey Five Years in: overview of findings & future directions'. Robert Cosgrave, Angelica Risquez, Damien Raftery, Eamon Costello, Theresa Logan-Phelan, Nuala Harding, Marion Palmer, Claire McAvinia, Tom Farrelly
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
1. Introduction to Turnitin Centre for Teaching and LearningUniversity of Limerick, Ireland[W] www.ul.ie/ctl Updated Sept 2011 by Angelica Risquez 1
2. Overview Types of assignments and originality check Case scenarios and teaching advice Using Turnitin with Sulis Using Turnitin on its own Originality report Grademark Peermark 2
4. Types of “Assignments” Paper assignment is the base assignment for all other assignments types. Used to obtain an Originality Report PeerMark assignment: allows students to review their peers' papers based on scale and free response questions selected by the instructor. Revision Assignment allows students to submit multiple drafts without overwriting the previous drafts/submissions Reflection Assignment is designed as a learning journal where students write about what they learned from the writing process as well as offer feedback on the assignment they worked on. 4
7. Assignments from within the class* Lecturers can opt out from Turnitin storing papers. Only the lecturer can access the submitted paper. 5
8. Originality Check PROS CONS Allows for citation verification and quickly provides documentation of alleged plagiarism Detects rewording Both lecturer and students can upload It allows for peer to peer plagiarism detection It dos not search subscription databases (e.g. Library databases, newspapers, etc) unless those materials also appear in assignments previously sent to Turnitin. It does not differentiate between quoted materials and original writing! 6
9. Possible Scenario A lecturer (or student who has access to it) receives an originality report showing a match for the following passage: Today, according to authors of The Death of “e” and the Birth of the Real New Economy doing business electronically is the only way to stay alive and competitive. It is a necessity to get involved in the digital economy. Therefore, “e” is disappearing from our vocabulary because conducting business electronically is a normal, every-day activity. Upon clicking on the comparison link, you find that the text is found in an on-line article, entitled The Death of “e” and the Birth of the Real New Economy. Is this plagiarism or a false positive? Why? 7
15. Be creative! (e.g. using originality report in tutorials, peer review and online grading features, allowing multiple drafts of an assignment…)8
16. Teaching Advice (2) UL resources http://www2.ul.ie/pdf/201553623.pdf(Appendix 5: Plagiarism at College by Prof Sarah Moore) http://www.ul.ie/~library/GLIS/html/index.htm(Library online tutorials on Harvard referencing style, Refworks, researching with the internet, etc). Other resources http://www.turnitin.com/static/support.html http://www.plagiarismadvice.org/ The Turnitin blog 9
17.
18. When students submit into the Assignment tool in Sulis, a Turnitin report can be generated
19. Instructors may also choose to allow students to view the reports10 How to set up my Sulis Assignment to get a Turnitin report
20. Using Turnitin on its own If you want to submit your own documents into Turnitin, or use the Grademark and/or Peermark features, you need to use Turnitin on its own Steps: Create a user profile Create classes and assignments Instructor/students submit work 11
21. 1. Create a user profile Go to www.turnitin.com and start by clicking Create Account. 12
22. 1. Create a user profile To get the account ID and a password for your college, log a call with ITD Service Desk http://inside/itdservicedesk/default.htm 13
25. 2. Create a class and assignment Add rubrics, exclude bibliographic/quoted materials/small matches, allow students to see originality report, allow submissions after due date and search options 16
34. You need a class list with name, surname and email, e.g.patricia, wong, 09563214@studentmail.ul.ie20
35. 21 3. Instructors/students submit b. Instructor registers students, they submit Turnitin will automatically send the student an email with a provisional password. Students log in and submit their work. They get added to your class if they already have an account
36.
37.
38. Possible teething problems and support (i.e. wrong email address, creating accounts twice…). A trial is recommended22
39. 3. Instructors/students submit c. Student create their account and submit Customise and distribute the “Student Turnitin Guide” with your class ID and enrolment password: http://www.ul.ie/ctl/turnitin-plagiarism-prevention-software 23
40. Originality Report (1) An originality report can be generated through the Assignments tool in Sulis or through a Turnitin account. Once it is ready… A greyed-out report icon indicates that the report has not yet been generated. Please wait a few moments and click your browser’s refresh button (large reports may take up to 24hh to process) 24
43. 27 Grademark 3:44 You can add comments within the body of the paper, point out grammar and punctuation mistakes, evaluate the paper against your own rubrics or predefined ones, etc. Complete instructions available Chapter 4 of Instructor Handout http://www.ul.ie/ctl/turnitin-plagiarism-prevention-software
44. 28 Peermark Allows students to read, review, and evaluate one or many papers submitted by their classmates. Instructors can choose whether the reviews are anonymous or attributed, decide if students should be excluded from reviews, pair students, and assign students specific papers to review. 8:23
45. 29 Peermark (2) Create new assignment as in slide 13, and select PeerMark Assignment (can only be created if a class has at least one paper assignment created) Note: the due date of the base assignment must come before the start date and time of the PeerMark assignment. If anonymity in the review is desired, student submissions should not contain the name of the author in the text or at the top of the paper By default, reviews are anonymous and only those student who submit can review, but you can change it in “Show more options” The start date is the date students can begin reading papers and writing reviews. The due date prevents students from writing reviews after this date. The post date is the date students will have access to reviews written by their classmates
46. 30 Peermark (3) In Step 2, the instructor determines how many papers will be distributed to the students in the course. By default, PeerMark will automatically distribute papers to students Click Save & Continue or click on the Show more distribution options link to exclude student papers from distribution or specify which student papers a student(s) will have to review. Note: you need to have students registered as seen in slide 19 In Step 3, add questions for students to answer (your own or from Sample Library)
47. 31 Peermark (4) After the start date of the PeerMark assignment students may begin writing peer reviews. To view which papers students have reviewed click on the View link next to the PeerMark assignment. Instructors can then view an individual student’s reviews by clicking on the Show details link to the right of the students name. The instructor can write a review to supplement those that students will receive from their peers. An instructor may also comment on the paper they are reviewing. A comment is equivalent to the notes that an instructor may write in the margins of a paper Instructors may grade the reviews written by the students
48. 32 Peermark (5) Instructors may view a paper’s peer reviews within the document viewer once a reviewer submits a PeerMark review. To view a paper in the document viewer click on the paper’s title within the assignment inbox for the paper assignment the peer review is based on.
49. 33 Peermark (6) To view the PeerMark questions and answers click on ? icon. To view a list of all the comments left on the paper click on the mark list icon. To grade a reviewer click on the reviewer’s name, or to edit the grade click on the grade next to the reviewer’s name.
50. Questions? Advanced guides, videos, case students and more in http://www.turnitin.com/static/support.html Teaching support and advice in the CTL: Dr. Angélica Risquez Technology Enhanced Learning Advisor Centre for Teaching and Learning Millstream Courtyard University of Limerick Limerick, Ireland [T] +353-61-202 580 [F] +353-61-338 044 [E] angelica.risquez@ul.ie [W] www.ul.ie/ctl 34
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