When we first released the Turnitin for iPad® app back in August, we asked our educators to share essays and photos of how they were using Turnitin for iPad to Grade Anywhere™—the best would win a $1,000 cash prize. After combing through hundreds of entries, the winning submission was selected.
Pam Jimison grades while relaxing in wine country
“My husband and I are cycling junkies. We love taking off for the weekend and finding new places to ride and explore. Recently we stayed in Yountville, California, just outside of Napa. We spent the days cycling through the vineyards and around the gorgeous mountainsides and lakes. In the evening and morning I was able to easily grab a cup of coffee and my iPad and grade papers. Wow! The new Turnitin for iPad app is a wonderful tool. It makes grading easy, convenient, and I can use it anytime and anywhere. Not only that, but it integrates with our Moodle LMS. Thank you, Turnitin!”
About the Winner
Pam Jimison is an Educational Technologist at William Jessup University in Rocklin, California. She works with training faculty in technology integration as well as teaching in the Education Department. She has worked in education for over 23 years.
A little coffee, my iPad with Turnitin App,
and a beautiful porch make grading
More and more schools are adopting Google Apps for Education in large part because, like many cloud-based software, its easy to deploy and administer, and makes work accessible from just about anywhere. Students and instructors who are often already familiar with the Google ecosystem, can more easily collaborate on school work and keep it stored safely in the cloud.
The Growth of Google Apps for Education Infographic (by Backupify) infographic gives us a visual interpretation of how schools are adopting Google.
Turnitin, one of the first cloud-based educational technologies, recently released a new feature coined, "Cloud Submit" that allows for submission of documents from Google Drive™ as well as Dropbox.
In a recent Turnitin webcast, "BYOD and Student Engagement: Meeting Students Where They're @," Beth Herbert addressed some key challenges around implementing Bring Your Own Device initiatives at schools.
Some broad concerns center around classroom management were raised, and beg answers to a lot of questions.
Will all these devices prove to engage students in their learning or only be a distraction?
How do you monitor what is being accessed with 30+ students on different devices working at different paces?
How can you limit or filter what content can be accessed, especially with mobile data access?
How do you safeguard against unwarranted collaboration or cheating?
Webcast Highlight: BYOD and Student Engagement
As Student Success Week continues, Stephanie Lewin-Hardy joined us for her webcast, "Organic Feedback: Growing through Consistent Adjustments." It was an interesting exploration into ways to integrate assessment into lesson plans and to utilize feedback effectively.
During the session, we had so many great questions that we couldn't get to, so Stephanie was kind enough to address them below.Q: Do you have any ideas for how to apply principles of emotional intelligence to online learners—anticipate their emotional state?
Yes! The method for gauging will be slightly different but the same principles for applying the overall concept of Organic Feedback will remain the same. Unfortunately, we can't hear intonation or see facial expressions in some of the online environments utilized by today's learner. However, you can use components such a "polls" to stop the lesson and see where people are more or less comfortable. The good thing about a poll is that it relatively is anonymous and because of that anonymity, students will be more likely to express their naturally occurring thoughts and feelings about the subject matter. Also, some online formats allow for students to make audio or audio-visual recordings which will capture their immediate reaction to the lesson. These tools can work as ways to "feel out" the audience and identify how they are doing concerning your presentation/subject.
Q: Can you offer guidance for obtaining and applying feedback for those of us who do Writing Center or academic misconduct issues, rather than classroom experience?
Sure. The concept can still be applied, but it will be more focused for you. As you are working on an assignment for a one-on-one or with a small group (2 or 3 students), you don't need to stop as frequently just because the distractions of a larger class aren't the same. Example: 25 students will likely mean that you may have to keep repeating yourself and in doing so some people still didn't hear what you've said, etc. With small groups (or one-on-one), you don't have to spend as much time on repetition due to distractions or because you're waiting for all students to write what you've said or are showing on a slide/board. It will be easier for you to perceive an emotion so that you can stop or say something differently. Also, because the session is dealing directly with 1 or 3 students, then questioning how the student feels about what you've said is a direct question. Therefore, the line of questioning places the burden to answer directly on your pupil. In terms of misconduct issues, you can certainly use Emotional Intelligence to identify what is "really" going on and how to make better choices or address the issue. Certainly, if the issue you are addressing is more-so conversational but one that is influenced by one being cognizant of thoughts, words, and deeds, then the attitude or lesson you are trying to convey can still be gauged by the subject's naturally developing thoughts and feelings about said misconduct or writing or any other task.
During the Student Success Week webcast "Practical Presence: Using Web-based Technology for Interactive, Formative Feedback in Online Learning" with Dr. Melody Pickle from Kaplan University Writing Center, we posed a simple, open-ended question to the audience:
"How do you engage students?"
We received hundreds of responses almost immediately. Here are the top 5:
5. Make the topic relevant to students
4. Conduct a class activity or group project
3. Poll students
2. Use discussion boards
1. Pose questions to your students
14 years later the Turnitin Student Paper Repository is nearly 350 million student papers and is growing by 200,000 papers each day. This is on top of our 24 billion current and archived web pages and 110 million articles and publications from publishers, library databases, books, and other digital reference collections.
Student Success Week will take place from October 28th to November 1st with the theme Moving Feedback Forward. Turnitin along with its sponsors invite papers or presentation topics for its first virtual conference on the implications of feedback on student success. In particular, we are interested in papers or presentations that discuss the impact of using web-based tools to provide feedback and how these approaches improve student success.
We welcome papers that, for example, detail best practices in the classroom (traditional, hybrid, and online), share research on strategies for providing effective feedback using technology, and discuss the discrete student outcomes of using web-based approaches to support student learning.
Proposals should be 300 words or less, but feel free to include links to additional information, previously published work, or examples. If you are interested in presenting, please submit your presentation proposal for any of our six topical areas:
If your proposal is accepted, we will invite you to participate in one of our daily virtual conference sessions the week of October 28th to November 1st. The sessions will be 45 minutes in length and be delivered via a web conferencing platform. Sessions will be held from 10:00 - 10:45am PST. Other proposals will be considered for guest blogs and papers that will be made available for download.
Do your students find your feedback helpful? What are the types of feedback that students are most apt to respond to?
Turnitin recently conducted a survey of 1,000 students to gather insights into how instructor feedback impacts the development of student writing. Specifically, the survey sought to uncover what students value most in terms of instructor feedback and how the timing of feedback affects the development of their writing skills.
Turnitin created a new interactive website, "Ratings for Top Student Sources," which ranks the most popular online sources found in student papers.
Turnitin partnered with a team of educators who scored the online sources most frequently used by secondary and higher education students in six categories: academic, social media, paper mills, encyclopedias, news/portals, and shopping sites. The educators used the Source Educational Evaluation Rubric (SEER) to rate 197 sources on the level of their authority, educational value, intent, originality, and quality. Visitors to the interactive site can set their viewing preferences using combinations of these attributes.
After evaluating the 190 posters submitted to Plagiarism.org's Originality Matters Student Poster Contest, and narrowing it down to ten finalists, we emerged with a winning poster designed by Madeline Ocampo, a 17-year-old senior studying visual arts at Los Angeles County High School for the Arts (LACHSA).
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