{"id":665,"date":"2011-02-04T11:38:57","date_gmt":"2011-02-04T10:38:57","guid":{"rendered":"https:\/\/copyright.lboro.ac.uk\/elearning\/?p=665"},"modified":"2011-02-04T11:38:57","modified_gmt":"2011-02-04T10:38:57","slug":"turnitin-uk-user-group","status":"publish","type":"post","link":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/2011\/02\/04\/turnitin-uk-user-group\/","title":{"rendered":"TurnItIn UK User group"},"content":{"rendered":"<p><strong>TurnItIn UK User Group, 3\/2\/11, Aston University<\/strong><\/p>\n<p><strong>Bryan Dawson<\/strong><\/p>\n<p>\u00a0This is a six-monthly event for TurnItIn (TII) Administrators and power users.\u00a0 The system continues to grow, with over \u00bd million submissions per month to the system in the last quarter of 2010.\u00a0 The UK branch of iParadigms (the U.S. company that built TurnItIn) now has responsibility for all of the world except the Americas, and will probably change its name from \u2018iParadigms Europe\u2019.<\/p>\n<p><strong>\u00a0<\/strong>New developments for<strong> TurnItIn Originality Checking<\/strong> include:<\/p>\n<p>Large documents don\u2019t now cause the system to seize up.\u00a0 This has never been a problem for us, even with dissertations.<\/p>\n<p>We were promised better Quality Assurance for new releases \u2013 the revised user interface introduced in the autumn is only now fully functional.<\/p>\n<p>A Moodle 2.0-compatible plugin is promised for the middle of 2011.<\/p>\n<p>Work is under way on allowing multiple markers of an assignment.\u00a0 \u00a0\u00a0This would allow for double-marking of coursework, which explains why double blind anonymous marking is not currently under development.\u00a0 There were many requests for this feature.<\/p>\n<p>It was confirmed that TII submissions will still be visible to submitting institutions even after 5 years (we started using TII in 2005).<\/p>\n<p>\u00a0<strong>The GradeMark online marking system<\/strong> received much emphasis at the meeting.\u00a0 It is only just starting to be used by Lboro tutors.\u00a0<\/p>\n<ul>\n<li>It is now possible to import and export rubrics (marking criteria), so rubrics can be deployed over several assignments, and the same rubric can be used by several tutors.<\/li>\n<li>An &#8216;e-rater&#8217; will be added to provide spelling and grammar checking for online submissions.\u00a0 However, TurnItIn is an American product, so it is not clear whether UK English spelling, punctuation, grammar and usage will be checked.<\/li>\n<li>A translation facility can be introduced to check for the possibility that a foreign-language source has been translated into English and used in a submission.<\/li>\n<li>Feedback files can be uploaded to GradeMark for retrieval by the student.\u00a0 These could be audio or video files e.g. a lecture-captured demo of a worked answer.<\/li>\n<\/ul>\n<p><strong>\u00a0<\/strong><strong>A Plagiarism Reference Tariff<\/strong> was introduced by Jo Badge from Leicester Uni.\u00a0 This aims to provide consistency across Academic Misconduct cases by applying a formula to establish the \u2018severity\u2019 of the case.\u00a0 Details are available from <a href=\"http:\/\/www.plagiarismadvice.org\/\">http:\/\/www.plagiarismadvice.org\/<\/a><\/p>\n<p>\u00a0<strong>An online marking Case Study<\/strong> was presented by Cath Ellis of Huddersfield University.\u00a0 She noted that the OU uses GradeMark and in the NSS it gets 100% satisfaction scores for feedback and marking.<\/p>\n<p>At Huddersfield there was a strong steer from HoDs to use online marking.\u00a0 The option for paper marking has always been kept open, but its use is now in the minority.\u00a0 Online marking is the default, and tutors have to opt IN to paper marking.\u00a0<\/p>\n<p>After a quite short learning curve (hours, not days) TurnItIn and Grademark had been integrated into the work flow of processing submitted student coursework.\u00a0 Because marking is a fairly frequent activity, the new skills were kept refreshed and didn\u2019t need to be re-learnt every semester. Using the GradeMark online marking tool was found to be:<\/p>\n<ul>\n<li><strong>Quicker<\/strong>, with marking throughput anything up to twice as fast as paper methods;<\/li>\n<li><strong>Better<\/strong>, because by using stock comments for common errors, the tutor was concentrating on <em>what<\/em> was being said, not <em>how<\/em> it was being said;<\/li>\n<li><strong>Easier<\/strong>, because you didn\u2019t have to keep track of lots of pieces of paper; and<\/li>\n<li><strong>Safer<\/strong> because the marked-up coursework was automatically archived on a server.<\/li>\n<\/ul>\n<p>Students liked the fact that they could submit from home, and didn\u2019t have to make the trip to the campus just to hand in a piece of paper.\u00a0 They appreciated the private and unhurried view of the feedback that had been provided, and felt they got more detailed feedback than before.<\/p>\n<p>Admin staff set up duplicate copies of coursework to allow double-marking, but Anonymous marking is not used.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>TurnItIn UK User Group, 3\/2\/11, Aston University Bryan Dawson \u00a0This is a six-monthly event for TurnItIn (TII) Administrators and power users.\u00a0 The system continues to grow, with over \u00bd million submissions per month to the system in the last quarter of 2010.\u00a0 The UK branch of iParadigms (the U.S. company that built TurnItIn) now has<a class=\"button\" href=\"https:\/\/blog.lboro.ac.uk\/teaching-learning\/2011\/02\/04\/turnitin-uk-user-group\/\" title=\"Read More\">Read more<\/a><\/p>\n","protected":false},"author":24,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":"","_links_to":"","_links_to_target":""},"categories":[83,95,96,110,115],"tags":[],"class_list":["post-665","post","type-post","status-publish","format-standard","hentry","category-learn","category-pedagogic","category-pedagogy","category-standards","category-turnitin"],"_links":{"self":[{"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/posts\/665","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/users\/24"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/comments?post=665"}],"version-history":[{"count":0,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/posts\/665\/revisions"}],"wp:attachment":[{"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/media?parent=665"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/categories?post=665"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/tags?post=665"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}