The rationale behind using anti-plagiarism software for my course
Cloud created by:
26 October 2010
I have a group of 27 students studying Heritage and Multicultural Literature and Shakespeare in the modern world. A percentage of them are not happy following a referencing system and the majority of them lean on secondary criticism to formulate their thinking, How do I ensure confidence in writing with control over their citations? Most of all, how do I allow them to learn how to achieve this as independent learners?
I used TURNITIN to allow student up to four attempts to submit their work (with the understanding that I would not have access to their submissions at this point). I could see if they had submitted something before the deadline, however,
To be answered:
what were the stages of instruction overall?
what were the learning outcomes of each stage and how collectively do these all meet the stated leanring outcome(s) on the course
how did you decide these stages?
what resources or tools were modelled or referred to at each stage?
what 'blend ' was selected and why?
what blended options were modelled in class and which were self-access
what benefits or issues arose / how was delivery and perfomance assessef?
what changes are needed? More or less or different blend?
07:34 on 26 October 2010 (Edited 21:02 on 26 October 2010)
The philosophy behind this system is that social interaction plays a fundamental role in the development of cognition (Vygotsky).
I modelled an essay being submitted and showed them the results in class; this allowed them to see how TURNITIN finds online sources and gives the percentage of material used. The traffic light system monitors the percentage of secondary sources over the primary - websites, journals and books, Thsi fomed at point of virtual socialisation - the students were able to have a learning dialogue with the TURNITIN system, because every time they resubmitted their work they were given instant feedback, albeit virtual.
07:39 on 26 October 2010
Benefits and disadvantages -
Three students submitted their work through an Apple system. This was non- supported and involved IT issued to allow a correctly formatted version to reach me. It caused delay in marking.
Three students are dyslexic and the system does not show the necessary green stickers to indicate this to makers (in this case I was aware of the specific learning considerations, but an additional markers might not have been).
The lack of Grade Mark meant that I had to reveiw the work through Word - as the university no longer offers this additional function.
The positives were that students engaged with their own development and took a competitive interest in their own research,
The online drop meant that they had up to the last minute to revise their writing and it made a journey onto campus unnecessary.
Ths students and I have agreed that we will offer a blend of this submission system for the next set of essays. They will have access to the function, but we will accept paper copies of the 'anti plagiarised' essays for submission.
07:46 on 26 October 2010