> Hi Jill and all the rest in this discussion,
This discussion about students' use/possible misuse of Turnitin is quite
spooky for me as it mirrors almost exactly the same issues being discussed
here at my university, also this week. With just the same exchange of
views and concerns. So, a bit of synchronicity?
What prompted me to jump in to the discussion here was Jill's comment
about using the report for a teacher/student discussion. A colleague and
I (along with a third contributor from New Zealand) have just submitted a
study for publiction that contrasted the effect of students having access
to Turnitin reports in different ways. In one, they did so independently
and in another, students only saw reports during tutorials where the
issues were discussed and the teacher tried to show the student what the
implications of the OR were for their own developing writing skills. We
found that when tutors were involved and students discussed the reports,
the changes between drafts and final versions were much more pronounced
and in the direction which the teacher suggested. My colleague says
that sometimes, showing the report is a sort of 'eureka' moment, when the
stdent actually starts to see what you are on about in all those lectures
and on line quizzes and such. But it seems to be not the report but the
discussion that is central.
I would be interested to know of anyone else who has data about effects on
students' behaviour, one way or the other.
Jude
I have been reading the discussion about using Turnitin with research
> students with interest. We are just beginning to use Turnitin with our
> PhD students in line with the new practice of storing their theses
> electronically. We are using it to help students "find their own voice"
> and the plan is that they will submit chapters to it, see their own
> originality report and then discuss it with their supervisor as
> appropriate. I hope that by setting the due in date well in advance (ie
> the date that the thesis will be submitted), they wont have the problem
> of coming up with a report that indicates they have copied from
> themselves! Using it this way I hope will encourage discussion about the
> writing process.
>
> Jill
>
> -----Original Message-----
> From: Plagiarism [mailto:[log in to unmask]] On Behalf Of Mainka,
> Christina
> Sent: 27 February 2008 17:44
> To: [log in to unmask]
> Subject: Re: Interesting Turnitin problem and use with research students
>
> This is in response really to a request a few days ago (I think from
> Glamorgan?) about Turnitin and its use with research students, but
> relates to the current flurry of posts as well.
>
> Alongside a whole range of other measures at Napier University since
> 2004 we have been promoting the transparent use of TII as a referencing
> aid (alongside others) for students. Currently the majority of our 15000
> or so students are 'users' (however active/non-active) supported by 400+
> registered teaching staff. This is thanks mainly to the WebCT plugin
> that was installed one year ago and a now close to 100% WebCT presence
> of all modules. Judging by the number of OR not all students are
> submitting to the system, however, it is a significant portion compared
> to the pre-plugin days.
>
> Our biggest TII assignment dropbox is one that sits in a business
> dissertations module supported by 120 academics on which 564 students
> are enrolled. Students are inducted to the software in a face to face
> session and are required to submit any number of drafts at all stages
> throughout their writing and research activities to TII. The OR's are
> reviewed (if necessary) at the 1:1 tutorials/supervisory meetings. The
> onus is on the student to make use of the service and bring along the OR
> to the tutorials. This approach is yet to be evaluated and reviewed but
> key to it running at all considering the number of people involved is
> one very determined programme leader and his administrator who has taken
> over managerial, administrative, design and troubleshooting
> responsibilities supported by me only as a back-up (really , hardly ever
> at all).
>
> In other words-no, I don't think shutting students out of TII could be
> justified-not for our institution at this stage, but I do see how the
> range of different ways of using TII can cause confusion at the
> originality reporting stage.
>
> Thanks,
>
> Christina
>
> Christina Mainka, PhD
> Academic Development Adviser Online Learning
> Napier University
> Educational Development
> Craighouse Campus
> Edinburgh EH105LG
>
> Tel.: 0131 455 6110
>
> Visit EdDev websites:
> Vista Staff Help at http://www.napier.ac.uk/webct/staff/
> Be Wise, Don't Plagiarise at http://www.napier.ac.uk/ed/plagiarism/
> -----Original Message-----
> From: Plagiarism [mailto:[log in to unmask]] On Behalf Of Sandy
> Steacy
> Sent: 27 February 2008 16:06
> To: [log in to unmask]
> Subject: Re: Interesting Turnitin problem
>
> I've been reading this with interest though will stay out of the debate
> on letting students see their originality reports. However, I don't
> understand Charles' point about letting too many people access Turnitin.
>
> Here, we require students to submit their own work to Turnitin so as not
>
> to waste staff time. However, our general practice is to not allow
> students access to the originality reports.
>
> Sandy Steacy
>
> [log in to unmask] wrote:
>> Thank you for all your interesting comments. The other University
> involved in my case has a policy that states that students may only
> submit their own work to the Turnitin service and not anyone else's; do
> others follow that rule?
>>
>> Loughborough has discussed allowing students to use Turnitin
> themselves, but for reasons I suspect more to do with the complexity of
> allowing so many people access than anything else, has decided not to go
> down that road.
>>
>> Charles
>>
>>
>> Professor Charles Oppenheim
>> Head
>> Department of Information Science
>> Loughborough University
>> Loughborough
>> Leics LE11 3TU
>>
>> Tel 01509-223065
>> Fax 01509 223053
>> e mail [log in to unmask]
>>
>>
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