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Fiona Kennedy, Jane Finlay, Jamie McDermott Glasgow Caledonian University

Health Sciences and Practice & Medicine Dentistry and Veterinary Medicine Higher Education Academy Subject Centres. eLearning in Health 2011 conference collaboration, sharing and sustainability in the current environment.

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Fiona Kennedy, Jane Finlay, Jamie McDermott Glasgow Caledonian University

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  1. Health Sciences and Practice &Medicine Dentistry and Veterinary MedicineHigher Education Academy Subject Centres eLearning in Health 2011 conference collaboration, sharing and sustainability in the current environment Using Turnitin reports as a tool for supporting and enhancing student learning Fiona Kennedy, Jane Finlay, Jamie McDermott Glasgow Caledonian University

  2. Background • Plagiarism • Turnitin • Punitive / policing uses • Learning tool http://answersto.files.wordpress.com/2010/06/plagiarism-0.jpg

  3. The project • Facilitating the use of originality reports as a learning tool for students prior to final submission of coursework • The pilot (n=199) Trimester 1 (2010/11): • To test out the processes of enabling students to engage with Turnitin on an independent basis • To ascertain if there any associated changes in student demand for support (including their ability to interpret the Turnitin generated reports) • To provide the opportunity for completion of an evaluation of student perceptions of the process, in a bid to facilitate effective roll-out across the entire department • Occupational Therapy, Physiotherapy and Social Work students • BSc (Hons) level 2 and MSc (pre-registration) year 1 • Key staff to implement and oversee • Feedback via electronic survey

  4. Evaluation (43% response rate) Make use of reports? How many reports? Find the report useful? Want to use it again? Any problems?

  5. Comments and responses • Time delay problematic • Interpretation of scores where small matches identified • Anxiety with a high score • Not finished essay in time to submit draft • Did not choose to use the report • Alleviates stress • Reassuring; peace of mind; allays fears; addressed confidence; reduced anxiety • Opportunity to make changes • Avoid inadvertent plagiarism • Serves as a warning re plagiarism

  6. Findings • Processes worked • No increased demand for support • Evaluation positive • Staff feedback

  7. Roll-out of the project • Trimester 2 (2010/11) • Available to all students on BSc (Hons) and MSc (pre-registration) programmes within the department • Sessions embedded within the curriculum • Instructions for staff and students • What next? • Pending further evaluation • Further review as a tool for building learning – use the system or abuse the system?

  8. Questions for discussion • Does this type of tool encourage deep learning or does it lend itself to developing a breed of strategic learners? • Is it appropriate for all students at all levels, or should it only be for specific levels of learners?

  9. Contact details Fiona Kennedy Fiona.Kennedy2@gcu.ac.uk

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