Students are often asked to demonstrate their knowledge and communication skills in various disciplines by giving presentations. Instructors and students can now submit PowerPoint presentation files to Turnitin to be checked for similarity and to give and get feedback with QuickMark® comments, voice comments, rubrics, and more.
PowerPoint files (.pptx, .ppt, .ppsx, and .pps) can be submitted via file upload, Google Drive™, or Dropbox and will be converted to a static PDF. The text and images on the slides will be visible and available for feedback in the Document Viewer and Turnitin for iPad® app; however any dynamic elements such as slide animations, transitions, presenter notes, and audio/video are not available.
Cloud Submit allows users to submit files to Turnitin assignments from Google Drive™ and Dropbox—two of the most widely used document storage services.
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
33 percent. That's how much high schools that use Turnitin have reduced highly unoriginal paper submissions in the US. Imagine all the not so good things that could be better if there were 33 percent less of it.
If the US National Debt were reduced by 33 percent, it would go from $17 trillion to $11.4 trillion and the US government wouldn't be in a shut down.
If the number of High School students that don't graduate on time was reduced by 33 percent, the US would increase the graduation rate from 78% to 85%.
If global poverty were reduced by 33 percent, there would be 400 million people no longer living on less than $1.25 per day.
So you see, 33 percent is pretty significant, and can can make quite an impact.
To our Turnitin teachers and schools, thank you for choosing Turnitin—thank you for making a difference.
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.
Today, Samsung introduced GALAXY Gear, better known as the much anticipated "Smart Watch," allowing users/wearers to access text messages, email, chat, and certain apps like Evernote. This has the potential to be yet another way for students to use technology to cheat—Mashable covered several of these methods last year.
Of course smart watches aren't anything all that new, I grew up in the era of calculator watches and TI-82s. I remember teachers asking students to remove their watches along with hats, and some teachers went so far as to clear the memory from those big graphing calculators.
In a way it'll be a new way of doing the same fundamental type of cheating, the crib sheet. Every educator will have their own way of addressing these issues, whether it's a no-tech policy, use of monitoring systems, or an academic honesty pledge.
Do you think this will be an issue in your classes? If so, how will you address it? Let us know in the comments.
The Center of Education Policy released a report based on a survey of 40 states that have adopted the Common Core State Standards (CCSS) about assessments aligned to the Common Core. This was in an effort to learn more about states' policies, progress, and challenges in assessing students' mastery of the CCSS and preparing to implement assessments aligned to these standards.
|27 of the 40 states surveyed have already taken steps to start assessing students’ mastery of the Common Core or will do so before the consortia-developed assessments are ready in school year 2014-15.||Half of the survey states have begun undertaking activities to prepare teachers to interpret and use the results of the diagnostic assessments being developed by the state testing consortia.|
|19 of the states surveyed have started working with districts and schools to plan both extra assistance for students who may need help in passing CCSS-aligned exams and remediation for students who fail the exams on the first try.||Only 8 survey states are considering temporarily suspending consequences for schools or individuals based on student performance once the CCSS-aligned assessments are administered.|
|33 survey states are planning to conduct public relations efforts to help educate parents and other stakeholders about the reasons why students may not perform as well on the CCSS-aligned assessments as on current state tests.||A majority of the survey states that belong to one or both of the state testing consortia expressed positive views about key features of the consortia-developed assessments.|
|17 of the states surveyed are considering administering CCSS-aligned assessments in addition to or instead of those being developed by Smarter Balanced or PARCC.||A majority (34) of survey states report facing challenges with various aspects of preparing to administer the CCSS-aligned assessments.|
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.
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