Technology Supported Learning – Submission Possible with SafeAssign

Mission ImpossibleLast year the Professional Education Team started to explore current options for electronic submission at Edge Hill University.

 

Mark Sutcliffe (Senior Lecturer in Professional Education) Good Practice Awardshares his experience of SafeAssign, part of the Blackboard Assignment Submission offer, in support of the challenges faced by students with academic writing.

“Prior to using SafeAssign I had known about anti-plagiarism software for some time. However, neither myself nor my colleagues in the undergraduate team I work with had ever attempted to use it. I believe the main reason for this is that we had heard stories of the technology not being as effective as it originally was and sometimes working on an inconsistent basis. As somebody who has been eager to promote IT-related innovation within my area I have always been aware that technology can be as easily rejected as accepted, especially if the initial experience of using it is poor.

In September of 2015 the team convened to discuss ways of further enhancing the effectiveness of practice, especially in relation to supporting academic writing, which often proves the most significant challenge to students’ studies. The additional ways that technology could help us and them was considered and following on from this I liaised with learning services to discuss ideas. A suggestion made by Martin Baxter and David Callaghan was SafeAssign, a recently integrated feature within Edge Hill’s VLE, Blackboard.

Safe Assign User TypesWhat quickly became apparent during the initial demonstration of SafeAssign was how straightforward it was to set up. A few simple clicks embedded this feature as part of creating a new assignment in a course/module area. However, what makes SafeAssign so effective is the way instructors and users can use this tool to check submitted work. SafeAssign initially provides an overall percentage, representing how much of the content connects to its global database, which includes uploaded work and published material. This can potentially provide a quick indicator of how much material has been used from external sources. In addition, SafeAssign generates a report, allowing instructors (and potentially users) to see exactly where such material has been used. I left the demonstration impressed with what I had seen and eager to promote the use of SafeAssign.Safe Assign Student View

At the next team meeting SafeAssign was discussed and demonstrated to my colleagues. It was trialled with work connected to a module submission in December of 2015. It was agreed amongst the team that we encouraged students not to view this technology with negative connotations, rather it was introduced as a supportive tool for their work. This was achieved through making sure that they could utilise the technology during the drafting process and self-check for any potential issues themselves. To assist in this process (and alleviate multiple submissions for a particular module) I created an additional submission point purely for drafts of work.

SafeAssign Logo

The feedback from the implementation of SafeAssign has been very positive. Staff are enthusiastic about having a tool to hand that provides quick assistance in investigating issues with submissions, whilst students recognise SafeAssign as a tool to help scaffold the development and quality of work. Because of its success, other degree programmes are now looking to utilise SafeAssign technology. I would strongly recommend its use.”

You can see and hear Mark talking about SafeAssign and how students embraced the technology in support of their academic writing.

YouTube Video Player

If you feel inspired by Mark’s story and want to use this or another technology to help you enhance and support your own teaching, please get in touch with the Learning Technology Team in Learning Services. We would be very happy to work with you.

Mark David Sutcliffe

 

 

Mark David Sutcliffe
(Senior Lecturer in Professional Education).

Digital Productivity for Health & Social Care Staff

DPL

This month the Faculty of Health & Social Care (FoHSC) – with the added support of their Senior SOLSTICE Fellow (Laura Taylor) – introduced a brand new resource to provide its staff with the latest in e-learning tools and resources to help deliver ‘technology enhanced learning’ to its students.

The Digital Productivity Lab is a quiet work space for all FoHSC staff that gives access to every available e-learning resource within the institution, including the provision of audio and video peripherals. Located next to the main reception within the faculty building, the lab offers services exclusive to both academic and support staff within the faculty. FoHSC staff can either book the lab to work independently or to schedule private bespoke 1-2-1 sessions with one of their Faculty Learning Technology Development Officers (LTDOs).

The Digital Productivity Lab currently offers all FoHSC staff a shared platform to….

  • …the latest technology enhanced learning software to build engaging and exciting learning resoruces (Panopto, iSpring and Office Mix).
  • …an array of multimedia and HD recording equipment (both audio and video).
  • …iOS & Android mobile devices to plan and develop ‘Bring Your Own Device’ (BYOD) sessions.

To help faculty staff identify key people, places and processes currently in place. Learning Services and Laura Taylor have collaboratively developed a TEL Community reference tool (see below) to support staff who wish to seek support from specific advocates and enablers.

TEL Community FOHSC

Booking*

Bookings* for the lab are managed by the Customer Services Team (CST) and the FoHSC LTDOs within Learning Services.

  • For independent use: Please contact the Customer Services Team (Ext 7050) via the main reception to book the lab.
  • For 1-2-1 LTDO sessions: Appointments can be arranged via email or telephone on the following:

Picture of the authorPeter Beaumont
Learning Technology Development Officer (Undergraduate Programmes)
Ext 7749
Email: beaumonp@edgehill.ac.uk

 

Mark WilcockMark Wilcock
Learning Technology Development Officer (Postgraduate Programmes)
Ext:7069
Email: wilcockm@edgehill.ac.uk

 

* Please contact at least one week in advance to secure your preferred time and date.

Technology Supported Learning – A Wright Rubric

Andrea Wright – FLM3023 (CW1)
Good Practice Award
This summer, for the first time, Film Studies moved over to marking using Turnitin, and we decided that we wanted to make that marking as useful to the students as possible by indicating how they were scoring in relation to the grade criteria of 0-100, how well they were meeting the LOs and also by preserving some personal feedback that we have always used and been praised for by external examiners.

After help from Martin and Carol [in the Learning Technology Development Team], it became clear that rubrics, in conjunction with quick marks and a personal comments would be the best way to achieve this. We removed the numerical scoring from the rubric and used our existing levels 4, 5 and 6 grade descriptors to create three generic rubrics that could be shared with all the module leaders. Each of the module leaders then added the specific LOs for each of their assignments to the rubric and attached it to modules. That way, all students in each level would score against a common criteria and also specific LOs for each module.

Quick Marks, Film Studies Set

     FLM3023_4FLM3023_5

In terms of the quick marks, while many of the general, provided ones are useful, there are also certain things that Film Studies regularly comments on – including italicising in film titles, making sure there is a reference for each film, adding names of actors, how to handle quotations and so on. I asked around the team and created a collaborative list from the feedback. I then created a new quick mark set and shared this with the team in addition to the rubric.

FLM3023_3   FLM3023_2

The overall result is that we have a good, standardised way of approaching marking across the programme and students can expect a consistent experience across the modules that they are studying. So far, student feedback from the third years has been overwhelmingly positive and a number have commented, in particular, that they have found the marking very clear and beneficial.

If you are interested in following in Andrea’s footsteps please get in touch with the Learning Technology Team in Learning Services and we can show you some other examples of what other departments are doing with rubrics and you can see if you would benefit from adopting a similar approach.

Click to view YouTube video playlist setting-up and using Turnitin Rubric

AWright

 

 

Andrea Wright
Senior Lecturer – Film Studies

 

LTD_Carol_Chatten

 

 

Carol Chatten
Learning Technology Development Officer – FAS

 

Martin Baxter

 

 

Martin Baxter
Learning Technology Development Officer – FAS

 

 

 

Keep Calm and Submit this Christmas

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Christmas comes around quick doesn’t it!? One minute you’re moving in to halls for the term, the next you’re back off for a fortnight!

It’s hard work being a student but before you pack your Christmas hat, Playstation and elf onesie don’t forget your end of term submissions!

During November our team of Student Advisors ran a series of 10 drop in sessions to answer all your queries about online submission. If you missed these, don’t worry! Our Student Advisors are based at the Ask Desk and are available 11-4pm during weekdays and we’ve also drawn together some good practice in this blog post to ensure that your submissions over the next week (or so) go as smoothly as you could possibly wish for. There are always chances of uncertainty, but with a little thought and preparation (like a good Christmas present) you’ll be riding as high as Father Christmas himself as opposed to slipping up on black ice.

1. On the first day of Christmas, my true love sent to me….

…advice on where to submit your work

Your first port of call for help with submission should always be your tutor.   They know where the submission dropbox is in Learning Edge and will be able to point you in the right direction.  Please ensure you follow any guidelines you have been provided with. If you need further help submitting your work online, you can also speak to a member of staff at the Ask Desk (9am-7pm weekdays) or you can Ask Us online.

Keep your tutor informed of any problems you may have, especially in the days leading up to a deadline – it helps them to keep track of your progress and ensures they can help you quickly if need arises.  If you can’t get hold of your tutor, give your departmental administrators a visit.

 

2. On the second day of Christmas, my true love sent to me….

…two places to get help (Twitter and Ask Us!)

Have you ever encountered a Learning Edge or Turnitin issue during submission? If you think this could be system related, we do have preferred Twitter feeds for you to follow that will highlight any known issues:

@EdgeHillVLE provides scheduled Learning Edge maintenance alerts and up to date system notices around different technologies used within the VLE such as Turnitin.

@Turnitinstatus is the official feed for Turnitin system status, you may find that Learning Edge is fine but Turnitin is unavailable.  Checking this feed will help you diagnose an issue with Turnitin submissions.

Let’s say everything is OK technically and you have an issue around the online submission process and Learning Edge? A good starting point would be to head over to the Ask Us service and see if your question can be answered here. If you can’t find the answer you’re looking for, you can simply type your question and we will discuss it with you in real time using our live chat facility.

 

3. On the third day of Christmas, my true love sent to me….

…three web browsers

Why is it you get a technical problem right at a critical moment?  If you have given yourself time, you should be able to try another PC if you run into problems. We know that anything could happen at any moment; internet dropping out, PC crashing, wireless not connecting the list goes on, so give yourself a break and some time to try out another computer – in university, in work or even your mate’s PC. If it’s just not happening for you, see the first point (keeping in touch with your tutor).

One quick solution could be to try a different browser.  The common ones are Internet Explorer, Firefox and Chrome (although you may wish to try Safari on a Mac).

Often, tutors will allow multiple submissions to an online drop-box, so you may be able to use this to your advantage. Check with your tutor and if this is the case, try submitting your work, even if not quite finished yet, to the drop-box a few days before the deadline just so you’re up to speed with the process before your final submission.
Waiting until 1 minute before the deadline isn’t the time to start figuring out how everything works!

 

4. On the fourth day of Christmas, my true love sent to me….

… (twenty) four hours

It may come to the time of doing your ‘final’ submission but if in Turnitin you have submitted an earlier version you will find that when you submit again everything looks the same…at least for 24 hours. You will have to wait until the next day to see your new originality report and the preview of your updated document – another good reason to be organised and get your work in handy! tiiRemember at the second stage of submitting to Turnitin you can check what you are about to submit just to be certain you’ve attached the right file.

 

5. On the fifth day of Christmas, my true love sent to me….

… 5 UniSkills Packages!

The Uniskills online submission page is something definitely worth bookmarking to your browser favorites. Here you can gain access to all online submission guides and the online Turnitin toolkit (see below).

TiiPackage

In addition on ‘Your FoE Resources‘ or ‘Your FoHSC Resources‘ or ‘Your FAS Resources‘ tab from the Learning Edge Homepage you get access to ‘UniSkills Online Toolkits‘:

  • Referencing
  • Planning Your Assignment
  • Finding Academic Information
  • Dissertations

 

We know that when that deadline is approaching it’ll be stressful enough without unexpected niggles, so try not to leave your submission till the last minute. This echoes all points above but if done correctly will ensure the final moments before you click ‘Submit’ will be as stress-less as possible.

Once all done, sit back, put your feet up with a nice cuppa and enjoy your Christmas holiday. Remember, if you have any problems Keep Calm and Ask Us!

 



LTD_Carol_Chattenwordpresspenpic

Carol Chatten & Mark Wilcock
Learning Technology Development Officers

 

 

Rubrics… So what are they anyway?

Recently in the Learning Technology Department we’ve been taking lots of calls and emails from staff wanting to use Rubrics in their teaching and learning but specifically, marking.

What are they?

Rubrics could also be called Grading or Marking Criteria.  I’m sure many of you are used to the grid system used to mark students work using ‘Scales’ (e.g. 1st, 2:1, 2nd etc… / Pass, Merit, Distinction etc…) and ‘Criteria’ (e.g. Knowledge, Presentation, Understanding, Content etc…)

If you translate your paper criterias into a rubric in Blackboard (or Turnitin) you can use them electronically to mark your students’ work quickly and efficiently.  There are of course some limitations (for instance you can’t annotate a rubric as some would on a paper copy) but once you learn to work with them and create your own departmental methods, in time it should become much quicker and easier.  The best bit is that it’s all saved alongside the submitted work so that students can always refer to it and staff can always cross check their marks or conduct second marking easily.

Rubric

Where do I set them up?

Rubrics are available in both Turnitin and with a number of Blackboard (Learning Edge) tools such as Blogs, Wikis, Discussion Forums and Assignments.

However! Turnitin only likes Turnitin Rubrics and Blackboard only likes Blackboard Rubrics.

If you create a rubric you can use it multiple times across different submissions, so for example; if you create a rubric in Turnitin you can use it across multiple Turnitin dropboxes.  The same goes for Blackboard tools.

You can also ‘share’ rubrics with others – so if you’ve created a rubric someone else can grab a copy from you to use in their own assignments (you export it, email it to them and they import it).

For details on how and where to find and set up Turnitin Rubrics check out the package created especially for just that: Turnitin Rubrics ePackageRubricsPackage

For Blackboard Rubrics check out the Blackboard help pages:
Blackboard Rubrics Guide

blackboardRubrics

So why should I use them?

Rubrics can speed up your marking and can also take away some of the extensive writing that you have to do when giving feedback.  If used well you should find that you write less ‘generic’ things and can focus more on specific student feedback.

Rubrics can also help with consistency – if all the module or programme tutors use the same rubric then students across that module or course will have more of the same, equal feedback so there will be less disparity.

Rubrics can be used alongside Quickmarks or comments and also general comments, audio feedback and the final overall mark.

We hope you find it useful and helpful to use rubrics in your practice.  Let us know if you have any comments about them or if you need any further support to roll them out.

LTD_Carol_Chatten

 

 

Carol Chatten
Learning Technology Development Officer

LTD on Location – English and History

Recently, I popped into the Department of English and History to discuss the upcoming academic year (Yes! we really do start that early!) and as a result of a brief conversation about what the department needs from Learning Technology, we came up with a great idea for me to be based in the department for portions of time through the two upcoming busy marking weeks.

Turnitin, Grade Mark, Grade Centre and Learning Edge can become a little overwhelming when all those submissions land.  So the best way to support academics was for me (as the Learning Technology Development Officer for English & History) to be stationed in the department during certain times.

Quite often a problem or question can be solved so easily by simply saying – “could you just take a look at this?”  Usually at the end of a phone or email it seems like it’s a game of 20 questions just to get to the beginning so that you’re both at the some point.  Being able to quickly pop into a tutor’s office or to quickly bring it up on a PC together cuts out so much description time!

I also had the chance to meet some colleagues who I’ve never had the pleasure to meet before.  We worked through lots of interesting ideas and Learning Edge ‘wish lists’, tackled some little (and some bigger!) problems that staff had had and all in a very timely manner and no hot ear from being on the phone for 20 minutes!

I had the company of Sheila Lewis in the admin department and the staff made me feel very welcome while I was there. I was even treated to a home-made custard cream!  (Thanks Andy!)

As a result I now know the department even better than before!  They know the areas I can help them with and hopefully the marking regime was a little easy.  In addition, I’ve committed myself to a game of ‘Marrying Mr Darcy’ one lunchtime at the end of June!

If you have a particular interest in having a member of LTD stationed in your department at key times during the year, speak to your departmental LTDO (listed below) and find out if they can be on location for you to help ease any technology woes!

David Callaghan
Education
Mark Wilcock
Education CPD and Health PPE
Peter Beaumont
Health
Martin Baxter
Media, Geography, Biology, Business, Social Sciences, Psychology, Law & Criminology
Carol Chatten
Computing, English and History, Sports, Performing Arts, Clinical Education

LTD_Carol_Chatten

 

Carol Chatten
Learning Technology Development Officer

iSpring: Video Case Study 2 of 3

iSpring Early Adopters Project: Video Case Study 2

In the Learning Technology Development team we’ve recently completed the early adopters’ project in the use of iSpring. Following on from Sertip in last month’s case study, we would now like to introduce Maggie Webster from the Faculty of Education.

Maggie shares her experience in the iSpring Early Adopters project and tells us how she uses iSpring to transform her traditional resources into a format that supports formative assessment for online and blended delivery. Maggie also describes how support from Learning Technologists can help you overcome any obstacles and enhance the students’ learning experience.

Take a few moments to view our second video case study. Look out for the third and final video coming later this month.

Case Study 2

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BestofTEL_SMALL

Maggie’s video illustrates powerfully the positive effect that technology can have.  Her words describe how the use of iSpring can offer huge benefits to the student learning experience. 

At Edge Hill we have built up a critical mass of good practice that can be accessed by staff who are thinking of incorporating these technologies into their courses. If you have been inspired and would like to learn more your Learning Technologist can help.

…and you have access to a wide range of user guides on eShare and beyond:

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Mark Wilcock
Learning Technology Development Officer

 

 

BBC-featured History quiz engages students in HEA project

Reflections on ‘What Kind of Historian are you?’ Quiz

According to Mason Norton (Edge Hill University) and Dan Taylor (University of Roehampton), in history, there are four broad categories of historian:

  • Empiricist

  • Postmodernist

  • ‘historian from below’

  • ‘top-down’

The categories emerged as part of the Developing Historical Thinking project run by Edge Hill and Roehampton, when Mason and Dan teamed up to create a Cosmopolitan style self-test quiz – aimed at getting first year History students to think about the theory of history.  Mason wrote this post, and Dan comments: “… it’s a thoughtful reflection on a great tool and an enjoyable collaboration”.

 

Reflections on ‘What Kind of Historian are you?’ Quiz

by Mason Norton

HEA-QuizQuizzes can seem like a very basic, almost too simple, pedagogic tool, and with a topic as complex and as endless as historiography, you might be forgiven for thinking that the two would not go together very well. However, back in the summer of 2013, myself and Dan Taylor of Roehampton were given the task of thinking up a quiz to be called ‘What Kind of Historian are you?’. Whilst to me, the answer is simple, I was conscious of the fact that to many first-year undergraduates, the challenge is to get them to think about the theory of history as something other than a tedious irrelevance.

So we realised the quiz could be an opportunity to make something daunting look a little bit fun, whilst making students stop and think. After half a summer of e-mails going back and forward, we managed to get it down to four categories; empiricist, postmodernist, ‘historian from below’, and ‘top-down’. This was a simplification of some historical schools of thought, but it was a necessary one- freshers, for example, are ill-equipped to know, or even care, about debates within, say, the Marxist school of historians about the collapse of the USSR. This process was in itself quite interesting because it showed collaboration not just between the universities, but between the disciplines- I am a historian whilst Dan is a philosopher. The conversations between the two of us were mutually informative- it is useful, I think, for a historian to see what a philosopher thinks of history, and also for a philosopher to see what a historian thinks of philosophy.

Then, we had to think up of ten questions to ask. Easy? Well, no, actually. We needed to strike a balance between covering ground already encountered at A-level, and also introducing students to new areas of historical enquiry. Most freshers, for example, would probably have never thought of treating human sexuality as a subject for serious historical enquiry. So our quiz needed to be constructed as a bridge between what had already gone before- what students would, or at least should, be fairly confident about tackling- and some of what they would be looking at over the next three years.

When we launched the quiz, there was an immediate flurry of interest, which was pleasing. Then, when it came to the dissemination phase, interest expanded even further. We received an e-mail asking if we wanted to let the quiz be used on a History teaching resources site, and then we received an approach to talk about the quiz as part of Making History on BBC Radio 4, with a link to the quiz on the programme’s website, which boosted the profile of the HEA project as a whole.

Consequently, when it came to the second iteration, there followed after the quiz a series of entries on personal journals using Blackboard (which was also the software upon which the quiz ran), which meant that we could see what students made of the quiz and their answers. This further developed the interactive process between student and tutor. We observed students reflecting upon their engagement, and come the end of the semester, when we ran the quiz again, we could see how far (or not) students had come.

So the quiz, through both its construction and its iteration/implementation, proves the use of technology as a crucial part of the digital humanities, and of education as a two-way street. In the iteration, students have been introduced to some different historical schools via a practical, hands-on exercise, as opposed to say a fifty-minute lecture, followed by a two-hour seminar. We as tutors have then learned more about individual students and their preconceptions, and what we need to work on and/or develop over the next few weeks that the module will be running for- something that we would not otherwise have had necessarily until the first assessment a few weeks later. This dialogic element is what makes Blackboard such a vital learning tool, in my opinion- we can pick up on the misconceptions earlier, and without causing such a knock-on effect for student grades, or, for that matter, the confidence of individual students.

In the construction, we have been forced to look more seriously at what we had taken for granted- and in the design of this quiz, one or two of my own preconceptions have been challenged- that may well have been the same for Dan too. So this means that we too become better historians (or, in Dan’s case, a better philosopher) as a result of having to rise to a new challenge, which is, to use a cliché, all part of the learning curve.

The result is that a format that may, at first glance, seem trivial and trite, is actually- once you start to work with it in depth- quite challenging and quite stimulating- and offers a new take on what is, perhaps, an old problem.

BestofTEL_SMALLMason Norton

Associate Tutor
Department of English & History
Nortonm@edgehill.ac.uk

What I find most interesting in this post is how Mason highlights the increased connection between academics and students facilitated by the quiz and other technologies.  If you have been inspired and would like to learn more your Learning Technologist can help.  LTD would be very happy to work with you to create a similar quiz for your area – perhaps developing a quiz workshop for your team.

Blackboard also have some good online resources – such as this one about creating tests and surveys (a test is equivalent to a quiz):

   Tests_Surveys_Pools – Creating_Tests_and_Surveys

More generally, LTD deliver a wealth of support and staff development sessions – here’s a link to the current series that you can book on:

   DDE: Digital Practitioner

Turnitin Grades – What Has Been Seen Cannot Be Unseen!

It’s that time again… marking.

Very few would actually admit to enjoying marking reams of students’ work right after the Christmas break but it is a necessary (evil) task.

And to make things worse, students seem to be finding their grades out early! How on Earth did that happen? You’ve done everything you thought you needed to, so how are they getting them!?

Yes, the process to hide grades and marks from students is a little convoluted. Ideally we’d have a single button that we could use to hide and then un-hide whenever we want (or even better, on a specific date!) but alas, no such magic exists… yet.  Whilst we await with fingers crossed for a better way, there are a couple of things you need to do now to get it right.

Here’s our top 5 tips for hiding grades:

  1. Remember the Post Date (This is the date on which TURNITIN gives access to any marks and comments you have left via the Turnitin Grade Mark feature).
    1
  2. Remember the option (within Optional Settings when setting up Turnitin) for ‘Reveal grades to students only on post date? > YES
    2
  3. Remember to hide the relevant column in the Grade Centre also (Turnitin is a separate programme to Blackboard, so don’t forget that not only do you have to hide in Turnitin, but also in Blackboard!)
    3
  4. Check that the grade isn’t being fed through to another column that ISN’T hidden! For example Total or Weighted Total column.
    4
  5. The final one that can be very annoying… if you forget to hide the grades until after you’ve entered marks, then even if you hide the columns retrospectively, if a student has already been in and seen their grade then it may have ‘cached’ on their web browser so regardless of what you do, they’ll still get to it!

If you have any questions at all about this information get in touch with your local friendly Learning Technologist for your department who will be more than happy to help our with any queries or niggles you may have with using Turnitin or Blackboard (or any other learning technology for that matter!)

Oh, still here? Excellent! How about a few more nuggets of information about online submissions?

  • Remember that Turnitin is an individual tool for checking originality in writing.  You don’t need to use it for Images, Videos, Audio, most presentations, or other work that is not predominantly text.  It’s also not designed to take group submissions, unless one person is submitting on everyone’s behalf and you know who that person is!
  • If you genuinely have a group submission, consider using the Blackboard Assignment tool which does allow submission by group (which you can also set up in Blackboard)
  • Also use Blackboard Assignment for ‘other’ file types.  Turnitin only like text files, so if you are submitting a file of a more unusual type, use Bb Assignment
  • Also with that in mind, Blackboard Assignment allows multiple file submissions – so may well be the best option if you are expecting more than one file from students.
  • Remember that Turnitin only accepts files up to 20mb in size!  Any bigger and it will be rejected!
  • Turnitin GradeMark is marking online – don’t forget that you can lose your comments if your connection is flaky (e.g. wireless) as the connection to the server will drop.  It’s probably best to make notes offline and then copy and paste them in to ensure there are no tears at the end of an epic marking sesh!
  • You can ‘navigate’ through students’ submission when marking using the arrows at the top of the page (this goes for Turnitin and Bb Assignment).
  • Don’t forget you can always download work if you find it easier for marking, or need to work offline.  Turnitin won’t allow you to upload a marked paper – so remember to make those comments so you can copy and paste, but Bb Assignment does, so you may wish to consider changing your assignment submission method.
  • It’s worth noting that we have a new feature in Blackboard Assignment called ‘Safe Assign‘.  This is an emerging originality checking tool that may in time replace Turnitin.  If you fancy giving it a go (possibly on a submission that’s not critical to having Turnitin features) then feel free to check it out in your Test Course or come and have a chat with LTD!

Carol_Chatten

 

 

Carol Chatten
Learning Technology Development Officer

Keep Calm and Submit this Christmas

KeepCalmBanner

Christmas comes around quick doesn’t it!? One minute you’re moving in to halls for the term, the next you’re back off for a fortnight!

It’s hard work being a student but before you pack your Christmas hat, XBox and onesie don’t forget your end of term submissions!

We’ve drawn together some good practice to ensure that your submissions over the next week (or so) go as smoothly as you could possibly wish for. There are always chances of uncertainty, but with a little thought and preparation (like a good Christmas present) you’ll be riding as high as Father Christmas himself as opposed to slipping up on black ice.

1. On the first day of Christmas, my true love sent to me….

…advice on where to submit your work

Your first port of call for help with submission should always be your tutor.  They know where the submission dropbox is in Learning Edge and will be able to point you in the right direction.  Please ensure you follow any guidelines you have been provided with.

Keep your tutor informed of any problems you may have, especially in the days leading up to a deadline – it helps them to keep track of your progress and ensures they can help you quickly if need arises.  If you can’t get hold of your tutor, give your departmental administrators a visit.

 

2. On the second day of Christmas, my true love sent to me….

…two places to get help (Twitter and Ask Us!)

Have you ever encountered a Learning Edge or Turnitin issue during submission? If you think this could be system related, we do have preferred Twitter feeds for you to follow that will highlight any known issues:

@EdgeHillVLE provides scheduled Learning Edge maintenance alerts and up to date system notices around different technologies used within the VLE such as Turnitin.

@Turnitinstatus is the official feed for Turnitin system status, you may find that Learning Edge is fine but Turnitin is unavailable.  Checking this feed will help you diagnose an issue with Turnitin submissions.

Let’s say everything is OK technically and you have an issue around the online submission process and Learning Edge? A good starting point would be to head over to the Ask Us service and see if your question can be answered here. If you can’t find the answer you’re looking for, you can simply type your question and we will discuss it with you in real time using our live chat facility.

 

3. On the third day of Christmas, my true love sent to me….

…three web browsers

Why is it you get a technical problem right at a critical moment?  If you have given yourself time, you should be able to try another PC if you run into problems. We know that anything could happen at any moment; internet dropping out, PC crashing, wireless not connecting the list goes on, so give yourself a break and some time to try out another computer – in university, in work or even your mate’s PC. If it’s just not happening for you, see the first point (keeping in touch with your tutor).

One quick solution could be to try a different browser.  The common ones are Internet Explorer (10+), Firefox and Chrome (although you may wish to try Safari on a Mac).

Often, tutors will allow multiple submissions to an online drop-box, so you may be able to use this to your advantage. Check with your tutor and if this is the case, try submitting your work, even if not quite finished yet, to the drop-box a few days before the deadline just so you’re up to speed with the process before your final submission.
Waiting until 1 minute before the deadline isn’t the time to start figuring out how everything works!

 

4. On the fourth day of Christmas, my true love sent to me….

… (twenty) four hours

It may come to the time of doing your ‘final’ submission but if in Turnitin you have submitted an earlier version you will find that when you submit again everything looks the same…at least for 24 hours. You will have to wait until the next day to see your new originality report and the preview of your updated document – another good reason to be organised and get your work in handy! tiiRemember at the second stage of submitting to Turnitin you can check what you are about to submit just to be certain you’ve attached the right file.

 

5. On the fifth day of Christmas, my true love sent to me….

… FIVE VIDEOS!

 How do I submit  HOW DO I SUBMIT?
 How do I save my digital receipt  HOW DO I SAVE MY DIGITAL RECIEPT?
 Viewing your Turnitin Report (in Turnitin)  HOW DO I SAVE MY REPORT?
 How do I save my report  VIEWING YOUR REPORT
 Viewing your mark and feedback VIEWING YOUR MARK AND FEEDBACK (if your tutor marks online)

 

We know that when that deadline is approaching it’ll be stressful enough without unexpected niggles, so try not to leave your submission till the last minute. This echoes all points above but if done correctly will ensure the final moments before you click ‘Submit’ will be as stress-less as possible.

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Once all done, sit back, put your feet up with a nice cuppa and enjoy your Christmas holiday. Remember, if you have any problems Keep Calm and Ask Us!

 

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Mark Wilcock
Learning Technology Development Officer

 

 

Carol_Chatten

Carol Chatten
Learning Technology Development Officer