1. Health Sciences and Practice & Medicine Dentistry and Veterinary Medicine Higher Education Academy Subject Centres Fiona Kennedy, Jane Finlay, Jamie McDermott Glasgow Caledonian University 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

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? Find the report useful? Any problems? Want to use it again? How many reports?

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