At Sheffield
Hallam we are also in the midst of a trial year of using the service. Staff have
a lot of flexibility about how they use the service but our approach has been to
encourage the use of the service as a formative tool within our holistic
approach to plagiarism. This has been the way the majority of staff have been
using it although we do have people using it as a check for tutors of summative
assessment and in preparation for Academic Conduct Panel
cases. We recently held a small event for those involved in the trial to
give us some feedback on using the service and many felt that the real value of
the service was as a tool to provide feedback to students on how they use
electronic sources in their academic writing.
The majority of
people are asking students to submit their work themselves, via the TurnitinUK
Blackboard Building block (we have recently upgraded to the new version of
this).
We have provided
hands-on sessions to introduce staff to the service (setting it within our
approach to promoting academic integrity), 1-2-1 support for staff using the
service, and some generic guidance for staff to using TurnitinUK through the Bb
building block and some for students telling them how they can use the
originality reports to give them feedback on their writing.
Hope that
helps,
Abbi
Abbi Flint
Lecturer in
Educational Change
Learning and Teaching
Institute
Sheffield Hallam University
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0114 225 4724
Dear all,
It would be helpful
to know how Turnitin is being used in practice within UK institutions. At
Bournemouth we are currently piloting the software at present
and are looking to see how we might implement the software throughout the
University.
I am interested to know how differently institutions are using
the software for deterring and detection, e.g. for developmental purposes;
are students submitting their own work? Or are staff (administrative
or lecturers) loading work for
students, for some
or all assignments etc (i.e.
random/blanket checks), or whether Turnitin is being used for suspected cases only? I should
imagine a combination of all three but would be interested in any comments on
this subject.
Perhaps some work has already been
done in this area? I'd be happy to collate responses if
helpful.
Regards,
Kimberley
Kimberley Norman
Senior
Learning Design Adviser
Learning Design
Studio
http://www.bournemouth.ac.uk/lds
Library &
Learning Centre, 1st floor
Bournemouth University
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Tel:
(01202) 965442
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