eSubmission – UK Policies, Practice and Support

Dr Barbara Newland, Brighton

Lindsay Martin, Edge Hill

Andy Ramsden, University Campus Suffolk

What is eSubmission?

Methodology

Results

Questions

Overview

The term eSubmission is used very widely to cover a range of activities so the following definitions were used:

Definitions

eSubmission online submission of an assignment

eMarking marking a paper online

eFeedback producing online feedback which could be text, audio etc but not paper

eReturn online return of marks

Plagiarism deterrence and detection

To identify current practice with regard to eSubmission, eMarking and eFeedback in UK HE

To gain a snapshot of the strategic overview identifying key issues relating to assessment regulations and academic attitudes

Aim

eSubmission is being implemented in universities within the UK

Not a new initiative but has developed on an ad hoc, experimental basis within individual institutions across the sector

On the verge of a step-change from experimental to mainstream adoption of eSubmission

Driven largely by expectations of efficiency gains and an improved student experience

Rationale

A network of senior staff in institutions engaged in promoting, supporting and developing technology enhanced learning

Over 125 nominated Heads from UK Higher Education institutions

A regular programme of well attended events Represents the interests of its members to

various national bodies and agencies including the Higher Education Academy and JISC

www.helf.ac.uk

Heads of eLearning Forum (HeLF)

The survey took about 10 minutes to complete Participants were assured that all data collected in

the survey would be held anonymously and securely No personal data was asked for or retained unless

the participant indicated a willingness to participate in the follow-up activity

The questions were a mixture of closed multiple-choice and multiple selection as well as open response type

The survey was available for a month in 2011 and the results were analyzed using quantitative and qualitative methods.

Methodology

38 responses from HeLF members

30% response rate

Only time to give some of the results today

Results

Impact on academic, admin and LT roles

25

2

10

YesNoUnsure

Closer working to join up processes

Changing work balance between academics and administrative staff

Possible tensions

Ownership of process

Changing roles

Increased work

Key agents of change

Training and support

Picking up the pieces

Changing roles – learning technologists

Technical infrastructure

Home Grown TurnitIn [integrated with VLE]

TurnitIn [stand alone]

VLE ePortfolio (Peddlepad)

0

5

10

15

20

25

30

35

4

30

5

22

1

5

21

3

TEXTNON-TEXT

Integration of VLE (eSubmission and eMarking) with Student Records

12

26

YesNo

Plagiarism

Student development

Plagiarism detection

Range of technological support

e-submission e-feedback (audio) e-feedback (text) e-marking peer marking0

5

10

15

20

25

30

35

40

34

22

30

28

2

Is their a role for HeLF in collating, publishing and sharing good practice? - Yes

Share policies, processes, engaging academic staff, technical developments

Recommendations can inform Senior Managers

Work with other organisations such as JISC

No funding

Role of HeLF

eSubmission is an important development in UK HE Changing roles of academics and administrative staff Increasing the work of learning technologists Technical infrastructure is in place There could be greater integration between VLEs,

plagiarism detection software and student record systems

Plagiarism policies tend to advocate use of plagiarism detection software for student development but it is often used for detection

Positive support for a new role for HeLF to share policies, guidelines and case studies

Conclusion

References Browne, T., R. Hewitt, et al. (2010). Key Findings from 2010 technology enhanced learning

survey

ECAR National Study of Undergraduate Students and Information Technology, 2011 Report http://www.educause.edu/ecar

HeLF. (2011) www.helf.ac.uk   JISC. (2007) Student Expectations Study, available from

http://www.jisc.ac.uk/publications/research/2007/studentexpectations.aspx

JISC. (2009) Higher Education in a Web 2.0 World, available from http://www.jisc.ac.uk/publications/generalpublications/2009/heweb2.aspx

Nicol, D., & Macfarlane-Dick, D. (2006) Rethinking Formative Assessment in HE: a theoretical model and seven principles of good feedback practicehttp://business.heacademy.ac.uk/assets/York/documents/ourwork/tla/assessment/web0015_rethinking_formative_assessment_in_he.pdf

Redecker, C. (2009) Review of Learning 2.0 Practices: Study on the Impact of Web 2.0 Innovations on Education and Training in Europe