Plagiarism and Turnitin Detection Software
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The slides for the In Brief online webinar 6th December 2011
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Plagiarism and Turnitin Detection Software
- 1. Plagiarism and Turnitin In Brief: 6th December 2011 Phil Hardcastle, Lyn Lall and Steve Saffhill Go to View > Header & Footer to edit In Brief: Plagiarism and Turnitin December 6, 2011 | slide 1 RSCs – Stimulating and supporting innovation in learning
- 2. Summary What is plagiarism? Issues Implementation – Students – Staff In Brief: Plagiarism and Turnitin December 6, 2011 | slide 2
- 3. Spot the similarity Images copied from youthoughtwewouldntnotice.com/b log3/?p=5957 In Brief: Plagiarism and Turnitin December 6, 2011 | slide 3
- 4. Nothing is Comment or wrong resubmit work Issues Fail and Fail and verbal warning terminate Go to View > Header & Footer to edit December 6, 2011 | slide 4
- 5. Your experiences A. I have never used plagiarism detection software B. I have only researched into the use of plagiarism detection software C. Plagiarism detection software is used by some people within my organisation D. Plagiarism detection software is commonly used within my organisation In Brief: Plagiarism and Turnitin December 6, 2011 | slide 5
- 6. How robust are your organisation’s plagiarism policies and procedures? A. We don’t have a need for one B. We don’t really have one, but are dealt with using the disciplinary procedure C. Plagiarism is managed within individual departments D. We have an inter department process In Brief: Plagiarism and Turnitin December 6, 2011 | slide 6
- 7. Go to View > Header & Footer to edit December 6, 2011 | slide 7
- 8. Implementing: students “Why should I?” In Brief: Plagiarism and Turnitin December 6, 2011 | slide 8
- 9. Quick wins http://mycourse.solent.ac.uk/course/view.php?id=6144 In Brief: Plagiarism and Turnitin December 6, 2011 | slide 9
- 10. Implementing: staff In Brief: Plagiarism and Turnitin December 6, 2011 | slide 10
- 11. Assessment Design • Personalise the assessment • Emphasise the value of analysis • Assess the process • Create learning partnerships • Harness the research process • Enable peer assessment • Discourage the use of pre-written assignments In Brief: Plagiarism and Turnitin December 6, 2011 | slide 11
- 12. Personalise the assessment • Self • Employer • Recent • Volunteer • Explicit • Mailmerge In Brief: Plagiarism and Turnitin December 6, 2011 | slide 12
- 13. Implementation of good academic practice policy Holistic approach Linked to – Induction – e-safety – staying legal! – disciplinary policy – Staff development – tutorial support resources on Moodle (Staff and Students) In Brief: Plagiarism and Turnitin December 6, 2011 | slide 13
- 14. Resources to develop good academic practice and study skills Resources from Jorum – Reusable learning objects – flash animations on referencing books, websites journals, using Harvard – interactive – Import as SCORM objects to your VLE PLATO - tutorial support resources with interactive flash animations on referencing link More information on PLATO at http://www.preventplagiarism.co.uk/index.asp In Brief: Plagiarism and Turnitin December 6, 2011 | slide 14
- 15. Comments and questions In Brief: Plagiarism and Turnitin December 6, 2011 | slide 15
Hinweis der Redaktion
- Sir Peter Paul Rubens (Dutch pronunciation: [ˈrybə(n)s]; 28 June 1577 – 30 May 1640), was a Flemish Baroque painter, and a proponent of an extravagant Baroquestyle that emphasised movement, colour, and sensuality. He is well-known for his Counter-Reformation altarpieces, portraits, landscapes, and history paintings of mythological and allegorical subjects.In addition to running a large studio in Antwerp that produced paintings popular with nobility and art collectors throughout Europe, Rubens was a classically educatedhumanist scholar, art collector, and diplomat who was knighted by both Philip IV, King of Spain, and Charles I, King of England.Paul de Vos (1591—1592, or 1595, Hulst–30 June 1678, Antwerp) was a Flemish Baroque painter.De Vos was born in Hulst near Antwerp, now in the Dutch province of Zeeland. Like his older brother Cornelis and younger brother Jan, he studied under the little-known painter David Remeeus (1559–1626). He specialized in monumental animal scenes, especially hunts for aristocratic patrons, that are heavily influenced by FransSnyders(to whom his sister Margaretha was married). De Vos became a master and joined the guild of St. Luke in 1620.As was frequent amongst artists in Antwerp, De Vos frequently collaborated with other painters. He painted animals in hunting scenes and armor in mythologies by Peter Paul Rubens and his studio. He also worked with Thomas WilleboirtsBosschaert, Erasmus Quellinus II, Anthony van Dyck, and Jan Wildens.
- Write assignment – Checks are via staff/student comments. Turnitin allows for another form of checkPrint assignment – How many issues on the submission deadline day due to issues with printerHanding in assignment – How robust is your process? Who manages it? Is it left to individual lecturers? Do all students hand in on the same day hence making it a chore for staffMarking – how much mileage does your marking have?Feedback – can you improve the speed of feedback? Is there an easier process for generic commentsFiling – how do you moderate and externally verify?
- Opportunities for students to plagiarise can be reduced by designing assessments that cannot be fulfilled by the incorporation of plagiarised content or work produced by another student. Whilst the redesign of existing assessment may initially seem an onerous task, the benefits for both students and lecturers will be realised not only in reduced instances of plagiarism, but also in other areas of academic and student practice.When redesigning assessments the following should be taken into account;Assess the process - Asking students to submit work-in-progress reports, review notes, drafts or revisions are all strategies that will help students to manage their time more effectively and avoid any last minute panics that might lead to plagiarism.Personalise the assessment - Adding context to an assignment by inviting students to draw on their own experience or select a personally relevant research topic within a theme, or specific framework will encourage original work.Harness the research process – Requiring students to provide written reviews or photocopied extracts of the sources used “is helpful in showing students what plagiarism means and how to use sources properly.” (Brown & McDowell, revd Duggan 2003)Emphasise the value of analysis - Design assessments that move beyond asking students to find the ‘right answer’ to requiring them to analyse, evaluate and synthesise the work of others.Use peer assessment - “There is no mileage in cheating or plagiarism when it is your peers who are monitoring your performance and you have little chance of pulling the wool over your peers’ eyes!” (Brown & McDowell, revd Duggan 2003)Create a supportive environment - Use formative assessment tasks to provide regular feedback and help students understand that learning from their mistakes is a valuable part of their academic experience.Discourage the use of pre-written assignments - Changing elements of the assessment task each year or specifying particular types of resources that must be included in the analysis reduce the possibility of submission of a paper downloaded from an essay bank.References:Brown, S. & McDowell, L revd. Duggan, F. (2003) Assessing students: cheating and plagiarism MARCET Red Guide 10 Northumbria University.For examples of some of the approaches outlined above see papers in:Peden Smith, A. & Duggan, F. (Eds) (2004) Plagiarism: prevention, practice and policy conference 28 – 30 June; Proceedings. Northumbria University Press. Available at: http://www.jiscpas.ac.uk/2004papers.php (Accessed: 12 November 2007)