Archive for the ‘Tools’ Category
A colleague and I took part in a Google Hangout session yesterday with six other people from other institutions. Google Hangout is a video chat tool. I was a bit weary about using this at first because a) I’ve never used it before, and b) there were 10 people expected at this virtual meeting so I wasn’t sure how this would be controlled.
In the past, when I have taken part in virtual gatherings, it has gone one of two ways; either one or two members predominantly speak for the duration of the session or second, everyone is talking over one another and it just turns into a bit of a mess. Fortunately, though, this session worked really well. The sound quality was excellent, as was the video. We didn’t experience any latency issues with sound (despite the fact we were using wifi) whereas this has been an issue with specific web conferencing tools such as Blackboard Collaborate we have used in the past.
Everyone got an opportunity to speak, and there was a common understanding of virtual meeting protocols which kept things in order (this may be because we are all in a Learning Technologist or similar kind of role). We quickly realised the importance of the need to mute, or unmute, when you are not talking (talking), otherwise you will be distracted by the constant video change when sound is picked up from another mic.
Aside from conducting virtual meetings via Google Hangouts, and using it privately with friends and family, you can join other publicly accessible Hangouts ranging from Language Practice Hangouts to paid-for hangouts offering live cooking classes!
Which video chat facility do you like to use with your colleagues and/or students? Please let me know below.
Rob Howe from Northampton University reports a problem with the TurnItIn iPad app which results in loss of data. The full description is in this blog posting
Essentially, if the iPad user changes their iPad profile during a marking session, they will lose the data already marked, because the iPad thinks it belongs to somebody else. The data cannot be recovered.
Rob’s advice – to make sure you sync the data often, particularly at the start of a session – seems sound.
Miracasting from Android devices
In parallel with the Tablets in Teaching project, we have also been evaluating various Android devices as alternatives to Apple iPads.
With the advent of Android 4.2, it has been possible to wirelessly project an Android screen onto an HDMI display. By this we mean that anything on the mobile device’s display is replicated on the remote display.
Whereas the Apple AirPlay solution requires access to an established network to function – with all the procedural problems that can entail – Miracasting sets up its own mini-network between the mobile device and the receiving dongle plugged into the remote display. This is more hassle-free than AirPlay and is independent of the podium PC in a lecture theatre – modern podiums have an HDMI input socket which can be used if you don’t have direct access to the display’s connections.
We tested two source devices and two receivers. Both sources worked well with both displays and were able to display wirelessly whilst running live BBC iPlayer over WiFi. However, the phone’s SIMs had to be turned off to force it to use WiFi, otherwise iPlayer slowed down to a crawl.
We used the second source device to attempt to hi-jack the remote display. In no case did this succeed, so even if students have Miracast-equipped devices in the lecture, they may be able to see the receiver but not connect to it.
We used a tablet and a smartphone, with each of the two receivers.
Google Nexus 7
WiFi, Bluetooth, 2 SIMs
7”, 1920 x 1080 HD
5”, 1280 x 720
Remote display 1
22” Iiyama HD widescreen monitor
Remote display 2
Podium HDMI connector to HD data projector
Remote display 3
42” Brockington study pod HDTV
The two receivers were a Phone2tv dongle (eBay, £32) and a Netgear Push2tv dongle (Amazon, £60). In both cases a USB connection is needed to provide power to the receiver and both had extension cables so that the dongle did not need to be physically attached to the display.
Of the two, the Phone2tv receiver was slightly quicker to set up but the Netgear was slightly better at buffering the incoming data stream, so played with fewer jerky interruptions.
Both devices carry audio as well as video.
In use, the HDMI and USB connections are made and the Wireless Display settings used on the source device to initiate the connection. In the example shown, the Aux HDMI input has been selected to feed the graphics through to the data projector. The other sources – PC, Laptop, Visualizer and Blu-Ray player are still available and can be selected as usual.
The wireless display link works up to at least 5 metres from the receiver, giving the presenter the freedom to move around and interact with the class.
The September TurnItIn UK User Group meeting was hosted by Leeds Uni this year.
It followed the usual format of a position statement by the host, an overview of the development roadmap and case studies from users.
There are big changes under way at TurnItIn, in response to a massive increase in the demand for their services which have exposed weaknesses in their 10-year old systems. Such is the pace of change that a rolling upgrade programme will see all aspects of the service improved by Spring 2014. Amongst other things, the performance issues that affected some of our users in the summer should be fixed.
The expectation is that by 2016 GradeMark will have taken over from Originality Checking as the main part of the TurnItIn package, so the focus of the software is shifting from Originality Checking towards online marking, without losing any text-matching functionality.
It was good to note that Leeds’ policies on Plagiarism are closely aligned with our new Code of Practice (and what happens elsewhere e.g. Bristol and Cranfield).
For example their objectives are
1) To ensure equal vigour in the detection and treatment of plagiarism across all subjects and
2) To provide equal support for students in referencing study skills across all subjects. They have a standard Plagiarism Study Unit which all freshers take in their first semester as part of their tutorial activities.
As part of their upgrading effort, TurnItIn are recruiting development programmers in the UK, and we were asked to pass this on to anyone who may be interested in database development work in Newcastle.
- The TurnItIn iPad app has been well-received and has been updated several times since the initial release so if you are using it, please check for updates.
By Christmas 2013:
- Colour printing will added to the Document Viewer
- PowerPoint files will be accepted for Originality Checking
- Submission to TurnItIn from Goodle Docs or DropBox will be possible
- GradeMark gets criterion-based marking without the complexity of a full rubric
- GradeMark will use overlays, which could be used for marking themes e.g. ‘marks for methodology’, ‘marks for analysis’ etc OR for individual tutors. Visibility of each layer can be controlled, so double-blind marking will be possible for the first time in any online marking tool.
The dates above carry the usual health warnings, of course!
You may have heard that there is a new iPad app for using TurnItIn – including the GradeMark paperless marking tool – available for free from the App Store. This may be of interest to tutors who already have an iPad, and already use GradeMark. It probably isn’t a ‘killer App’ that by itself makes it worth rushing out and buying an iPad.
A key advantage of the app is that you can download the whole class’ assignments to the iPad, and mark them offline, re-syncing when you are back in WiFi range, whereas with the PC version you need to be online all the time.
Almost all of the functionality of the desktop version is available, and some iPad users may find this to be a convenient and quick way of getting marking done in circumstances where it may not otherwise be possible.
The TurnItIn app can be added to all of the Tablets in Teaching iPads, but it will need personal credentials setting up before it can be used.
There are no plans for an Android version.
Setting up such an app with the proper security is always going to be complex, but once set up, the app works very slickly.
Our early experiences indicate:
• The app is set up by default for the US version of TurnItIn, and the iPad setting for the app needs to be changed to TurnItInUK before doing anything else.
• Changes you make can be manually uploaded by re-syncing the iPad, or will automatically be sent if a WiFi connection is available.
• I preferred using the iPad to the iPad Mini because my touches were more accurate and the text was larger and easier to read at the default scaling (you wouldn’t want to have to adjust the display for each assignment you mark, so it’s important that the defaults work well)
• It took 6 ¾ minutes to download 39 essays onto the iPad, so with large cohorts, allow plenty of time for the download.
• If you select the ‘Unlink iPad from TurnItIn’ option, you not only log out of the system, but also delete all of the downloaded assignments. Useful if you are sharing an iPad (does anybody?) but a disaster otherwise.
• Screen rotation (portrait/landscape) works in the normal way. Many screens will re-size using stretch/pinch, but some don’t.
Accessing the submissions
There are two methods of accessing your class’ assignments:
If you are already registered as a TurnItInUK user, you can log in with your email address and TurnItIn password. (Not sure if you’ve been registered already? Use the Retrieve Password link at http://www.submit.ac.uk . If you had a password, you are registered and can use the tool to set a new password. If you are not registered, it will tell you it has failed to find your details.).
Once logged in, you will presented with a list of all your modules, from which you can pick the one with the assignment to be marked.
If you have never been registered as a TurnItInUK user (and most tutors haven’t), you need to:
1. Log into Learn
2. Go to the module
3. Enter the Assignment activity
4. View any one of the submissions by clicking on its Originality Score
5. Once in the Document Viewer, look for a rectangular icon in the bottom left corner. Click the icon to get a 16-character access code for all of the student submissions for this assignment.
6. On the iPad, use this access code to display the submissions for this particular assignment.
7. Because the access code only works once, you’ll need to Sync all the submissions i.e. download them to the iPad, otherwise you’ll need a new access code when you resume marking. If an assignment has multiple markers, each marker will need to get their own access code, and sync the assignments that they have to mark.
Bryan Dawson and Farzana Khandia
(This post follows on from the Free tools for Teaching – name randomiser post.)
Here Radmehr Monfared talks about how he uses the free Doodle scheduling tool to organise lab sessions:
Have you ever set up lab sessions for students when there are many sessions but each student has to attend only one? You usually end up with one very busy session and a number of quiet ones.
Some lecturers balance the numbers into groups (forcefully) and if someone complains then they deal with it. However, I realised that if you give choice to students they usually are free for more than one session. Then I can balance the lab load based on their availability.
Doodle Scheduling http://www.doodle.com/ is exactly the tool for this sort of case and is free. I have been using this for many years for arranging meetings and scheduling personal events. However I used it last term for balancing my lab sessions. Most students are familiar with this website and I had no problem collecting data and compiling my lab time table.
Before using it, I checked with IT to see if there is any equivalent tool in the university, but there was none at the time.
This is how it works – You arrange your available lab times in the columns of a table on the web and email the link to students. Students add their name and tick the time slots that they can attend. Then based on availability you distribute students equally within the lab sessions. It worked great for me in the last term.
There are various other mechanisms that you could use for this purpose (including the Face-to-face activity in Learn / Moodle) but Doodle has the benefits of being simple, effective and familiar to many students.
Dr Radmehr Monfared is a Lecturer in Intelligent Automation within the Wolfson School. In conversation with a Teaching Centre colleague Radmehr mentioned a couple of free online tools he has been using to support his teaching. Here is Radmehr describing the first scenario:
It is always a dilemma how to choose a student to answer a question while maintaining the fairness and equal opportunity to everyone, and also not making the student nervous.
I have come across the “name randomiser” idea many years ago. The idea is to rotate through the students’ names on the screen and randomly stop at one name.
This has been proved an ice breaker and a fun activity, while that chosen person has to answer the question. Students certainly like it.
Back in the days when our lecture rooms didn’t have internet access, I use to use a simple VB program that did the job for me, but filling the student list was a problem.
But these days, I use the following website, which is fun (with lots of interesting noises) to take pressure/stress off from the students.
http://www.classtools.net/education-games-php/fruit_machine The advantage is that I can copy and paste the student list from my excel sheet very easily.
Another one that I particularly like and used is http://primaryschoolict.com/random-name-selector/ . This one also allows running a timer for students to answer the question.
[The latter is the tool shown in the screenshot above and it's interesting to note that it was intended for primrary school use but can be useful even in HE!]
TurnItIn have released two new tools to support the evaluation of web-based resources; a review of the sources actually used and an interactive tool for the evaluation of resources. These should be useful as tutorial-level discussion pieces and lend some objectivity to assessing the worth of the Web.
“Open access to this new interactive rubric helps educators teach students proper research and source evaluation.
Turnitin worked with educators to develop The Source Educational Evaluation Rubric (SEER), an interactive rubric to analyze and grade the academic quality of Internet sources used by students in their writing. Instructors and students who use SEER can quickly evaluate a website and arrive at a single score based on five criteria scaled to credibility: Authority, Educational Value, Intent, Originality, and Quality.
“Recent research shows that students rely heavily on websites of questionable academic value,” said Jason Chu, senior education manager for Turnitin. “We believe that widespread usage of SEER will help educators teach students the importance of using quality resources in their research.”
This interactive rubric, when opened in Adobe Reader, allows you to adjust criteria weight and simply click to score each criterion with a rubric score and percentage automatically calculated.”
Spidescribe comes highly recommended as an intuitive and free mind mapping software where you can gather text, links, files, images and other elements. Complete with the ability to invite others to collaborate, plus you can retain ownership of the content (as of the copyright and content ownership terms accessed on the 27th Feb 2013 – note set your map as private).
As Spiderscribe is an online tool, your work is available from any computer with internet access.
All you need to get going is to sign up for a free account (this does have size limitations if you are thinking large scale).
Go to: http://Spiderscribe.net for more information and to view a video tour.
There is also a recommendation from Russell Stannard, a teaching fellow from the Unviersity of Warwick, who specialises in the use of technology in teaching. View Russell’s video tutorial at: http://www.teachertrainingvideos.com/spider/index.html
This week I gave a short presentation on ‘Quick Learning Technology Wins’ to a group of Programme Directors and LT Co-ordinators within the School of Social, Political and Geographical Sciences at the request of the Associate Dean for Teaching, Ruth Kinna. My starting point for this was that academic colleagues have many conflicting demands on their time, so it is not helpful if we promote tools or approaches that add significantly to this burden. Here is an expanded version of the PPT I used, with enough detail to make sense to anyone interested who wasn’t there.
These are not necessarily the most important things that you can do with learning technologies – but they do all have the advantage that you can introduce them without having to spend hours learning the software. That said, in some cases (for instance, exploiting GoogleDocs for collaborative writing activites), thinking time will still be required!