Turnitin Feedback Studio: Ready for marking

As we are swiftly heading on through this semester and towards end of term assessments we thought it would be helpful to once again highlight marking through Turnitin.

Turnitin recently released Feedback Studio; an updated and revamped way of marking papers with some nifty new features such as page navigation and Grading/Similarity layers.

Access to Feedback Studio remains the same way as you would mark before but just in case you need a recap:

How to access Turnitin Feedback Studio:

The same tools are still there but they have been tidied up and even better, have been combined into one view – no more having to switch between ‘Grading View’ or ‘Similarity View’ you can choose to see them both at the same time. This is useful for cross checking originality whilst making comments.

One of the most used features of Turnitin are the Inline Commenting Tools allowing you to leave annotations on pieces of work.  Quick Marks are also available to build up banks of commonly used phrases or corrections which you can drag and drop onto an assignment for quickly highlighting areas for improvement.  Rubrics have become popular to create and deploy across modules as they can reflect the marking criteria included in programme/module handbooks.  The new Rubrics function uses sliding scale bars to indicate a level that the student is working at.  You can also choose to mark using the Expanded Rubric Manager if you prefer to work in this way.  Rubrics can automatically calculate scores which can inform the overall grade.

Finally, should you wish to recap reviewing originality, take a look at the following guidance from Turnitin: Interpreting the Similarity Report.

Full guidance on Turnitin Feedback Studio can be found here: Turnitin Feedback Studio Full Guide.

Don’t forget the Turnitin app is available on iPad to mark assessments.  One particular benefit of using the app is that once all the submissions are in and you sync it to the iPad then you can mark offline.  Once you have re-established a connection all the marks and comments will automatically be uploaded back into Learning Edge including Grades into the Grade Centre!

 

 

 

As always if you need any help or support, contact the Learning Technology Development Team via ext.7754, ltdsupport@edgehill.ac.uk or Ask LTD knowledge base.

 

 

Carol Chatten
Learning Technology Development Officer
FAS & Medical Education

Online Student Response Systems – Claire’s Story

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Claire Moscrop is a Senior Lecture in The Centre for Learning & Teaching. Claire was until recently a Senior Lecturer in Computing, as a result of the continued increase in student numbers in this area, Claire was intent on maintaining student engagement for her sessions, particularly as the increased numbers meant moving from small seminar rooms to larger lecture theatres.

socrative

Claire is an advocate of technology, as long as it helps to get the best from her students. Claire wanted to utilise students own devices in her sessions to encourage students to be engaged and responsive during lectures. An online solution was sought to minimise the impact on growing numbers, and also due to lack of suitable in-house clicker systems.

This is Claire’s story; her experience of researching and using online response systems.

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“Given the growth in student numbers in the Department of Computing, we were forced to move back to a more traditional lecture/seminar model for our first year cohort. My immediate concern was to ensure that the levels of student engagement did not suffer in the traditional lecture theatre environment with over 200 students.

BW Clickers

I started to investigate the options for increasing engagement in this kind of environment and first considered the use of the clicker systems available at Edge Hill. These were quickly ruled out due to the logistics of transporting them, and the fact that I immediately had to leave at the end of the lecture to teach another session. This led me on to the idea of using the students’ own devices such as their mobiles, tablets and laptops. A number of academic papers were available on the efficiency and effectiveness of this method so I began to identify and trial different student response app’s. I settled on Socrative for a few reasons, firstly it was free, I was going to have to use the application within weeks so I knew I would not get any funding within that time period. Secondly, the Socrative interface was very clean and intuitive, both for the students and the teacher.

socrative teacher logo

Socrative was implemented from the first lecture with the first year cohort in semester 1. Students had no issues downloading the app and were able to start using it immediately. My method of using the app was simple, I decided before the lecture at what points in the lecture I would like to test understanding or to encourage discussion. I then entered the questions in to the Socrative Teacher app before the session, meaning I could just click on ‘start’ on my phone when I wanted to release the first question. Moving between the questions within the lecture was simple and I was able to see responses from students in real time. I included roughly 2 or 3 questions per lecture across the 10 weeks of lectures.

This method had a number of benefits:
• It allowed students to respond anonymously, which was a very important factor for the increased engagement as it removed the fear of responding in front of peers that usually exists in large lectures.
• It allowed me to test the student’s grasp of certain concepts immediately, and allowed me to save reports to follow up later.
• It allowed real time interaction with minimal disruption on the flow of the lecture.
• It allowed students to discuss what was being taught and work in groups to answer questions, thereby increasing their engagement.

socrative student logo

The student response to the use of Socrative was very positive, the data collected for the study demonstrated that students felt more engaged during the lectures, in comparison to the more traditional lectures they were also having that semester. It was clear that students very much linked the interactivity (with me, and also during their peer discussion) to their increased engagement. Anonymity was also a key factor that gave students the confidence to respond.

After this initial trial I continued to use Socrative in lectures and also started to implement it in to end of Seminar mini tests after students requested it. I would encourage any tutors to have a go at using the students own devices in this way, my initial aim to increase engagement in lecture theatres was very easy to achieve with this method.”

Claire Moscrop

Claire Moscrop
(Senior Lecturer – Centre for Teaching & Learning)

 

 

 

If you feel inspired by Claire’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.

logos for 3 clickers systems

There are a range of response systems that you might want to use with your students, including online ones like Socrative and Kahoot, handset based ones like TurningPoint, and even paper based ones like Plickers, which can work in situations where you don’t have access to a wireless network. Learning Technology Development have sets of Plicker cards which you could borrow.

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.

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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).

Technology Supported Learning – Using Student Journals to Understand the Student Experience

Good Practice AwardThe Journals tool in Blackboard is a private space where students can post opinions, ideas and concerns. This case study, shared by Maria McCann (Widening Participation Manager), describes how the Journals tool was used within a research project, to understand the living, learning and emotional journeys of around 100 new students’ in their first term at Edge Hill University.

When the Student Journal project was envisioned, Maria and the team hoped that a tool within the university’s virtual learning environment (VLE) could be used to help document the student journey. Maria felt it sensible to use, a system already set up, open to all students on any course, something that they would be getting introduced to anyway and would continue to use throughout the lifetime of their degree programme.

To learn more about the Blackboard tools available to support student participation and feedback, Maria contacted Mark Wilcock, a Learning Technologist within the Learning Services, Learning Technology Development Team.

Maria met with Mark, explained her ideas, described what she wanted to achieve and what her key criteria were – she needed something that would allow students to record their thoughts in a single, secure place, that they could access anytime and anywhere. It was from this starting point that Mark (Learning Services) and Maria (Student Recruitment) were able to work collaboratively, to identify the most suitable tools and settings for her project.

Mark recommended a ‘Blackboard’ Organisation, which is similar to a Course area but can be used for non-credit bearing activity to house the research activity, and the Journals tool, which would provide the private online space, for students to write and submit their journals each week. The Journal tool settings were also suggested as a way to ‘release’ and ‘lock’ the weekly journals, at the same time each week, to keep the students on track.

It was decided to theme each week in a way that would be relatable to each individual student, regardless of programme studied. The themes were planned to mirror the systems, processes and services most students would experience and provided a ‘loose’ framework for students to base their journal entry on each week. Students were encouraged to think about key aspects of the theme and further guidance was given breaking down the themes into key points; however students were encouraged to think and write in depth, rather than trying to address all the points listed. Although the guidance was used widely by the students, it was not intended to be prescriptive and students were encouraged to think about what they had experienced in that particular week, their ‘journey’, rather than trying to ‘fit’ the framework. This was reiterated to the students in the briefing at the start of the project as well as emails and ‘posts’ to the organisation on Learning Edge. The benefits to providing a framework allowed quick reading and analysis for the reader.

This combination of Organisation and Journals provided the perfect platform for the research. Participants (and the researcher) had 24 hour access via their tablet, smart phone, PC or laptop, as well as providing complete anonymity (except from the reader-researcher).

Here Maria talks more about her experience whilst working on the project:

Maria McCann YouTube linkInformation about the Student Recruitment Research Activity

The Student Journey Programme is being managed by the Director of Student Recruitment and Administration aims to:

  • Provide an equitable, consistent and seamless high quality experience for all students from first enquiry through to graduation.
  • Provide services, systems and processes which are recognised as sector-leading nationally by prospective and current students and staff.

Edge Hill University Main Reception

This Journal Project sits within the wider Student Journey Programme. Its aims are:

  • To map interactions, activities and events where students engage with the university through its services, systems and processes- encompassing pre-enrolment and through the first 8 weeks of term as a first year.
  • To understand students’ emotional responses, perceptions, views and behaviours in relation to those services, systems and processes.
  • To provide a platform for students (as participants) to define what has the most impact on them and their learning experience (both ‘good’ and ‘not-so-good’ as defined by them).
  • To identify areas of good practice across the university (at different student ‘touch points’) and make recommendations for further enhancement in services being delivered to students.

Want to find out more about Blackboard’s Journal tool and Blackboard Organisations?  Contact your Faculty Learning Technology Development Officer.

Maria McCann

 

 

 

Maria McCann
(Widening Participation Manager)

 

LTD_Staff_0054 Mark Wilcock

 

 

 

Mark Wilcock
(Learning Technology Development Officer)

Turnitin for iPad has arrived!

What do a sofa and a bus have in common? They are both places you can use the new Turnitin for iPad app to give your students really good feedback! 

OK, so maybe you don’t imagine yourself on a bus… but a lot of you have been asking for an app to help you mark your students’ work at a time and place that suits you – so hopefully this will be exciting news.

This is fresh off the press so we’re just getting up to speed with the new features ourselves, but what we can say is that it looks good!

Tii appClick the image above to launch a video.

The app has lots of features to help you give your students really great feedback on their writing. You can view your students originality reports, grade with rubrics, and annotate with QuickMark, highlights, bubble, inline, voice comments, and more. You can even sync assignments to your device to carry on grading in those annoying no internet zones!

Learn More

Try it!

We have created a Quick Guide to Getting Started with the Turnitin for iPad App as you will need to change a few settings and generate an ‘access code’ to see assignment submissions in your courses. It’s a bit fiddly but you only need to do it once.

Let us know how you get on – we’d love to hear how and where you use the app to evaluate your students work and help them improve their academic writing skills.

Contact the Learning Technology Development team to share any queries or comments you have regarding the new app – leave a comment below, email ltdsupport@edgehill.ac.uk or call 01695 650754.

Meg Juss, Learning Technology Development Manager

 

 

 

 

Meg Juss
Learning Technology Development Manager

Taking the online survey to the student.

How FM and LTD used tablet technologies for a student survey.

Taking the online survey to the student.In December Facilities Management wanted to know more about how students were using the HUB, and more specifically, the food services within the new building. They were considering how they could take a survey to the students, to encourage engagement, and maximise responses.

Danielle Doyle (FM Customer Service Team Leader) and Carol Austin (Facilities Manager for Customer Services) contacted LTD for advice on how to implement their ideas. LTD suggested using mobile devices to connect to an online survey, using the Bristol Online Surveys (BOS) service available to Edge Hill staff. The department loaned their own mobile devices to FM as a ‘pilot’ to learn more about using these mobile technologies.

Three students were recruited to conduct the survey for three days just before the Christmas break.  Two mobile devices were used – a first generation iPad and a Samsung Galaxy tab – the plan being to compare against the third student using paper copies of the survey.  Both devices were able to connect to and run the BOS service, though the battery of the Galaxy tablet ran out before the end of each session (10-3pm).  The interviewers said that the mobile devices were great at getting the engagement of students and the survey was completed in a similar amount of time as the paper version – the significant advantage of the mobile technology is the elimination of both transcription time and transcription errors.

Note, though, that the interviewers found the fastest way to gather the data was to get a group of students together and use one paper survey to record the responses from many students – though transcription time and errors need to be taken into account.

A later posting will discuss what LTD and FM learnt as a result of this pilot – and perhaps give some feedback on the results of this survey.

If you are considering how to use technology to enhance the student experience please contact the LTD team via ltdsupport@edgehill.ac.uk or 01695 650754.

Emerging Technologies Session: Using Audio and Video in Teaching and Learning

The next session in the Emerging Technologies staff development series will be an overview of using audio and video with your students.

It will run on Wednesday 7th December between 1 and 2pm and you can book on the staff development pages.

We’ll look at six possible uses of audio and video:

  • Online sessions
  • Recording sessions
  • Accessing educational content
  • Creating educational content
  • Student created content
  • Assignment feedback

The aim of the session is to help you think through what is possible, and what the benefits and challenges might be. We won’t have time to talk about all the technical details in the session, but will be able to provide more specific support and guidance after the session.

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Peter Beaumont
Learning Technologist