{"id":901,"date":"2011-09-22T12:10:42","date_gmt":"2011-09-22T11:10:42","guid":{"rendered":"https:\/\/copyright.lboro.ac.uk\/elearning\/?p=901"},"modified":"2015-09-02T15:56:21","modified_gmt":"2015-09-02T15:56:21","slug":"turnitin-uk-user-group-2","status":"publish","type":"post","link":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/2011\/09\/22\/turnitin-uk-user-group-2\/","title":{"rendered":"TurnItIn UK User Group"},"content":{"rendered":"<p>Manchester, 21\/9\/11<\/p>\n<p>This was attended by 91 users, many from UK HE, but including schools, colleges and exam boards. A straw poll indicated a roughly 50:50 split between those institutions using Originality Checking as a formative tool for the iterative refinement of coursework (mainly new universities and colleges) and those using it as a summative deterrent\/policing tool (older universities and exam boards).<\/p>\n<p>In a review of 45 million submissions to TurnItIn\u2019s Originality Checking software:<\/p>\n<ul>\n<li>54% of matches came from academic websites<\/li>\n<li>14% of matches came from social networking websites<\/li>\n<li>6% came from essay banks<\/li>\n<li>13% came from Wikipedia (largest single source)<\/li>\n<\/ul>\n<p><strong>Future developments to TurnItIn tools<\/strong><\/p>\n<p><strong>Late 2011:<\/strong><\/p>\n<p>\u2022 Better tools for administrators including password recovery<\/p>\n<p>\u2022 e-Rater added to GradeMark to provide spelling and grammar checking.<\/p>\n<p><strong>Spring 2012:<\/strong><\/p>\n<p>\u2022 Ability to grant extensions to students submitting to a TurnItIn Assignment<\/p>\n<p>\u2022 Removal of maximum term lengths so archives can exceed 5 years old<\/p>\n<p>\u2022 Expanded view of GradeMark rubric so the whole marking grid can be viewed.<\/p>\n<p>\u2022 Adding audio and\/or video files to feedback in GradeMark<\/p>\n<p><strong>Winter 2012:<\/strong><\/p>\n<p>\u2022 Ability to use iPads or Android tablets for grading<\/p>\n<p>\u2022 Ability to translate documents to check for plagiarism from foreign sources.<\/p>\n<p><strong>Later:<\/strong><\/p>\n<p>\u2022 Offline marking<\/p>\n<p>The developers for both the Moodle and BlackBoard integrations are based in Newcastle, not the USA, so we have rapid access to them.<\/p>\n<p>Several users (inc. Lboro) requested a separate account for testing the Moodle 2 integration. This can be set up for us when needed.<\/p>\n<p>Oxford Brookes produced a video aimed at students, so they could interpret their Originality Reports. It may be of interest to tutors \u2013 we do not normally allow students to see ORs. It\u2019s on YouTube at: <a href=\"http:\/\/www.youtube.com\/watch?v=1yYf8AihndI\">www.youtube.com\/watch?v=1yYf8AihndI<\/a><\/p>\n<p>A summary report from Royal Holloway looks at policies relating to students seeing Originality Reports. It is available at:<a href=\"http:\/\/www.rhul.ac.uk\/registry\/educational-development\/e-learning\/services\/turnitin\/Survey-Student-Access-to-Originality-Reports.pdf\">www.rhul.ac.uk\/registry\/educational-development\/e-learning\/services\/turnitin\/Survey-Student-Access-to-Originality-Reports.pdf<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Manchester, 21\/9\/11 This was attended by 91 users, many from UK HE, but including schools, colleges and exam boards. A straw poll indicated a roughly 50:50 split between those institutions using Originality Checking as a formative tool for the iterative refinement of coursework (mainly new universities and colleges) and those using it as a summative<a class=\"button\" href=\"https:\/\/blog.lboro.ac.uk\/teaching-learning\/2011\/09\/22\/turnitin-uk-user-group-2\/\" title=\"Read More\">Read more<\/a><\/p>\n","protected":false},"author":24,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":"","_links_to":"","_links_to_target":""},"categories":[13,93,115],"tags":[],"class_list":["post-901","post","type-post","status-publish","format-standard","hentry","category-general","category-online-marking","category-turnitin"],"_links":{"self":[{"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/posts\/901","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=901"}],"version-history":[{"count":1,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/posts\/901\/revisions"}],"predecessor-version":[{"id":3351,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/posts\/901\/revisions\/3351"}],"wp:attachment":[{"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/media?parent=901"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/categories?post=901"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/tags?post=901"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}