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Adventures in Technology Enhanced Learning @ UoP

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UoP WhatsUp? image

Day 2: WhatsUp?

December 4, 2017 / / 0 Comments

What is WhatsUp?

Today we’re looking at an app for students, and one that’s important for all staff to know about: WhatsUp?. WhatsUp? is an app for University of Portsmouth students availiable on iOS and Android platforms, which provides 24/7 safeguarding, wellbeing, and emotional health support.

https://www.youtube.com/watch?v=YENd0n2l0L4

What does the app look like and how do I use it?

WhatsUp? is an app which is supported by the Student Wellbeing Service, it’s an anonymous service, once you’ve signed up the data you record will only be used to identify you if staff had serious concerns that you were at risk of harming yourself or others.

Once you’ve signed up, your identifying information is kept private so you can record your thoughts & feelings anonymously in a personal journal, update your mood, or even find some inspirational quotes. The homepage provides you with a series of menu choices to access the different features of the app, it’s not complicated and is very straightforward to use. This is very much a personal app, and there is no outside contact from anyone unless you instigate it first.

The MyPort pages give a nice summary of the app, which lists the main features of the app as:

  • Rate your own mood.
  • Record a Personal journal.
  • Receive Inspirational notifications.
  • Raise a concern for someone.
  • Ask a question.
  • Wellbeing contacts to receive further information or help.

How could this app help me?

Mental health is something that is often overlooked, and it is tremendously important that you look after your own state of mind as your work through University. The WhatsUp? app is a

If you are an academic member of staff and you’re concerned about a student’s state of mind, you might find it useful to speak to the wellbeing service, but it’s also good to know about apps like this and to keep students informed of them.

Guest Blogger: Johny Cassidy – How technology enables me to do my job as a journalist

December 4, 2017 / / 0 Comments

Johny Cassidy
Producer at BBC Business News

Johny’s Bio – Guest-blogger Johny Cassidy is a producer at BBC Business News and masterminded the BBC Disability Works week earlier this year. He tells us how using the latest technology enables him to do his job as a journalist – Johny is blind, so technology is an essential tool. He goes on to say that with greater understanding from employers, disability shouldn’t exclude anyone from the workplace.

“It’s fair to say that technology and the fast pace at which it’s developing has been pivotal to me in my job as a BBC journalist. It’s also not an exaggeration to say, that without it, I simply wouldn’t be able to do my job to the standard expected.

I began losing my eyesight when I was in my teens. The things that the majority of people take for granted slowly began to be taken from me. The simple pleasure of reading a book or accessing information became difficult, and then impossible. That’s when I began looking around to see how technology might be able to bridge that gap, which thankfully it has been able to do.

It’s vital for me as a business and economics journalist to have access to the same information as other people. A normal day will usually start and end with Twitter, which is all accessible for me on my iPhone through the voiceover function, which reads things on the screen out loud through headphones. Apple really changed the landscape for the majority of blind people when it first introduced the iPhone with this access technology built into the operating system as standard. Up until then I had to pay for a separate piece of software which was then integrated into the phone I was using. This was, whilst a useful tool to read texts and to access simple functions on the phone, a clunky solution which wasn’t really fit for purpose. The fact it cost over £600 also meant it was out of reach for a lot of people. Apple changed all that by levelling the playing field and by understanding the need for accessibility in their devices.

By using Twitter I’ve got a direct feed into the financial markets and business publications. I follow thousands of different feeds to ensure the information I’m getting is up to date and accurate. The fact as well that the majority of newspapers and magazines are also available to me on my phone means that, by the time my train to work gets into London, I am usually up to speed with the overnight developments in the business world. 

Once I’m in the office the phone is replaced by my laptop. Again this has a voiceover function which allows me to read the hundreds of emails waiting for me. I could of course do this on the train as well, but that time is usually set aside for gathering information.

Once emails have been waded through and either answered or deleted, I then start to look at what stories might be around for the next few days. As a forward planning producer I need to know what’s coming up in order to make sure the dozens of BBC programmes and outlets know what business stories they should be looking at. All these stories are held on a news diary which is, after a lot of collaboration with the developers, also accessible to me with the voiceover function on my laptop. This is perhaps one of the biggest problems I face at work. The myriad of different BBC applications, for news production, both TV and radio and online, all need to be accessible, which means it’s vital that I feed back into the developer teams if I come across any accessibility issues. All sounds pretty straightforward, but for an organisation as big as the BBC and with so many different points of contact, the process doesn’t always go as smoothly as perhaps it should.

Once stories have been identified for the next few days, it’s time to begin the meetings in order to explain to other producers and editors what they should be doing businesswise. My phone is again a really useful tool to take notes and have information I need at these meetings.

The BBC is a fantastic employer of disabled people. The fact that attitudes are finally beginning to change and that more employers are realising that disability isn’t a barrier to work means that the need for technology and solutions to problems will continue to be an ongoing battle. The biggest battle though is still trying to ensure that hiring managers understand that these solutions exist. Many disabled people have dozens of their own workarounds and socalled hacks they use every day in order to work or to simply live. The more people who know what technology as a tool can do in order to push more disabled people into employment the better.

I read a statistic recently which said that around 65% of the jobs our children will be doing when they reach working age don’t even exist yet. That’s a huge concept to try and understand, but it proves how fast technology is moving and the fact that we can’t stand still. We need to be constantly looking around for more innovative ways of harnessing technology in order to be able to do our jobs, whatever they may be.” 

Image credit: BBC News

Twitter: @johnycassidy

‘Disability Works: Breaking down barriers in business’ – article by Johny:
www.bbc.co.uk/news/business-38962050

‘Tech Tent: Making tech work for everyone’ – article featuring Johny:
www.bbc.co.uk/news/technology-39077592

‘Disability Works Special’ – Tech Tent radio programme featuring Johny:
www.bbc.co.uk/programmes/p04t4kcm

JAWS screen reader software:
www.freedomscientific.com/Content/Documents/ProductFlyers/JAWS_Flyer.pdf

‘Sit Down with Johny Cassidy’ – article featuring Johny:
http://towerproject.org.uk/sit-down-with-johny-cassidy/

Wise Drinking logo Lets Be Smart

Day 1: WiseDrinking

December 1, 2017 / / 0 Comments

What is WiseDrinking?

Today’s app is WiseDrinking, a free health and fitness app which encourages responsible drinking. Available in 37 languages, both on IOS and Android. Developed by Pernod Ricard a french company that produces distilled beverages.

https://youtu.be/4Sc-lBMKOxQ

What does the app look like and how do I use it?

When you first log into the app you are asked to select your country, enter some details about yourself and then you are asked to add some information on your most recent meal, along with (obviously) what you’ve had to drink with it!

You can enter the type of drink and the units consumed from the following options:

  • Spirits
  • Wine
  • Beer and Cider

Once you’ve added this info for a few different meals you’ll start to build up a picture of your drinking. At any point during the day you can check how many units you’ve consumed to see how close you are to your limit. One nice feature of this app is that you can keep a diary of the amount of alcohol you consume on a daily/weekly basis, which is a great way to keep track of how many units of alcohol you consume over the course of a week, which can sometimes be a surprise! There are also drink related quizzes, advice on what wise drinking is and facts about alcohol metabolism.

The app contains a ‘Get me Home’ section which features a GPS location tracker showing you whereabouts you are, call options to search and phone friends and relatives, a 999 option for emergency services and a transport tracker to show taxis and public transport in your area.

How could this app help me?

WiseDrinking is a great app for monitoring your alcohol consumption, although, like many health and fitness apps it relies on user input. However once you get into the habit of recording your intake it provides guidance, particularly if you are a little worse for wear and helps you stay aware of how much you are drinking  – which could be helpful particularly during the festive season when we all tend to over-indulge!

Turnitin

Turnitin – What’s in a number?

November 27, 2017 / / 0 Comments

The University of Portsmouth uses the Turnitin service to provide facilities for plagiarism detection, online marking and as a development tool for academic writing, although most users are interesting in one thing – a number.

Contained within the Originality Report is a Similarity Score out of 100, which many users wrongly believe to a be plagiarism score with a magic number, at which in can be conclusively determined whether plagiarism has or has not occurred. The problem is, this figure can be manipulated, there will also be mitigating circumstances and lastly let us not forget the system is not perfect either – there will be some margin for error.

Crudely speaking the Similarity Score number is a percentage of the words in your document which matched text from other documents that Turnitin searched against. For shorter assignments with a direct question and consequently a more concise correct answer may well therefore see higher score when compared to a longer assignment with more scope to include to include diverse material.

The number of students in your class and whether the assignment has been set in previous years (or at different institutions) may limit the scope for truly original material, that’s not to say a very high score is necessarily acceptable however it does mean that the latest content may not be unique for genuine reasons. An assignment based upon group work is also a recipe for a higher than usual Similarity Score since students are likely to be working from the same research, data and figures so will in all likelihood draw the same conclusions.

What does Turnitin check an assignment against? There are stored student papers in both a global central repository and the University of Portsmouth own repository (where we might store more sensitive documents). Turnitin also searches against material found on the internet and can check journals, periodicals and publications. Personally I would check against everything, if the service is available, use it.

Turnitin offers several filters which may be toggled, for example whether to include or exclude bibliographic references. Personally I cannot think of a reason why you want to include bibliographic references in the Similarity Score as citing sources is a requirement of good academic writing. That said if the assignment were a lab report and references were not expected then it might be safer to include bibliographic references just in case the Turnitin software incorrectly identified a bibliography and consequently excluded all of the text that followed. You can also toggle quoted material, quotes would not normally be considered within a plagiarism report although the volume of them may indicate a lack of original content from the author. Where quoted material is excluded from the Originality Report, Turnitin helpfully points out when more than 15% of the paper is quoted material. The final filter is for small matches, usually matches of 3-4 words are rather inconsequential, you may also have longer phrases that appear repeatedly throughout the assignment – you can exclude this from being repeatedly matched and skewing the Similarity Score using the ‘exclude small matches’ filter. Personally I use all the filters, excluding bibliographic references, quoted material and small matches – I can always turn them back on later when reviewing a paper if I am suspicious.

So after searching against all of the available material, excluding bibliographic references, quoted material and small matches, what is the magic number? Well, the magic number is… the number at which you become suspicious of course!

Finally, to wrap up this post, and just in case a concerned student has stumbled across this blog post, I would like to emphasise that if they know they have not deliberately plagiarised then they have nothing to worry about. If they are concerned that they have used another source and may not have referenced it properly, then guidance is available from the Academic Skills Unit (https://kb.myport.ac.uk/Article/Index/12/4?id=2747)

 

Email: academicskills@port.ac.uk

Telephone: +44 (0)23 9284 3462

Or, visit the Academic Skills Unit in person during our opening hours:

Third floor Reception, The Nuffield Centre

St Michael’s Road

Portsmouth

PO1 2ED

A man with his back to the photo with his arms raised above his head

Listening to the Student Voice | an Overview

November 20, 2017 / / 0 Comments

The University of Portsmouth places the student experience at the centre of its philosophy and vision. The University’s vision as expressed in its education strategy 2012–2017 is: “To provide an excellent, inspiring and challenging educational experience underpinned by research, scholarship and professional and ethical practice, through which our students will be able to achieve personal, academic and career success”. Since the University strives to provide an excellent student experience, it creates and follows policies that promote ways in which such an experience can be facilitated. Such ways include teaching and other staff practices, support services, mechanisms that enable student participation in the shaping of University policies, student surveys, and other forms of feedback that allow the student voice to be heard.

In order to improve its standards, various teams are involved in undertaking research and conducting surveys. The Department for Curriculum and Quality Enhancement (DCQE) plays a major role in these activities. Other departments that are involved include the Academic Registry and the Graduate School. In addition to working with its people (staff and students), the University of Portsmouth often works closely with other institutions, the government, and bodies such as the Higher Education Statistics Agency (HESA) and the Higher Education Funding Council for England (HEFCE).

With both external and internal support and participation, the University of Portsmouth conducted a number of student experience surveys over the last few years, including the:

  • annual National Student Survey (NSS);
  • biennial Postgraduate Research Experience Survey (PRES);
  • biennial University of Portsmouth Postgraduate Research Experience Survey (UPPRES);
  • biennial Postgraduate Taught Experience Survey (PTES);
  • International Student Barometer (ISB);
  • UK Engagement Survey (UKES)
  • Mres Postgraduate Research Experience Survey (MPRES)
  • JISC Student Digital Experience Tracker
  • Unit Satisfactions Questionnaires (USQ); and the
  • University of Portsmouth Student Experience Survey (UPSES).

Furthermore, the University participates in various student experience projects, such as the Postgraduate Experience Project (PEP) and policy change projects that focus their efforts on the student experience, such as the Transform Project. These among other surveys and projects explore aspects of the student experience and educational excellence which revolve around the key areas of ‘teaching quality’, the ‘learning environment’, ‘student outcomes’, and ‘learning gain’ (as stated in the Teaching Excellence Framework). Overall, the University of Portsmouth promotes and achieves a student experience of a very high standard which results in a number of desirable outcomes: it places us very high up in the national rankings; encourages the pursuit and attainment of teaching and learning excellence; offers an equally rewarding experience to its staff; and contributes to the academic ethos that the University strives for.

The very existence of such a variety of student experience surveys and projects reflects the values that the University puts on a quality student experience – values that are upheld in the University’s policies. The high performance of the University – as presented in reports following these surveys and projects – as well as the subsequent action taken in response to such surveys demonstrate this. The University will continue to undertake research and conduct surveys in order to promote its values and strategies; provide first class educational opportunities to its students; improve its standards for and with society; develop the potential of its areas of strength; and gain a better understanding of areas in need of improvement.

Image credits: Photo by Japheth Mast on Unsplash

A young child with extra large glasses on, sitting opened mouthed staring at a laptop, resting his hands on the keyboard

Ten steps to creating great lecture capture!

November 13, 2017 / / 2 Comments

One – Don’t be scared, just give it a go!

Embedding video content within your own Moodle course can be a great way of engaging your students and enhancing their learning experience.

Two – Think about your audience

Think about what it is that you want your students to learn from engaging in this video – will it add value to their learning experience? Is this the most appropriate way of delivering course content? Will watching the video deepen students’ subject knowledge? How will the content delivered in the video tie in with the course learning objectives?

Three – Planning out your recording

You may have lots of ideas of what you want to talk about in your video – whether it be a new topic you are introducing or an old topic you are revisiting. However, plan exactly what it is you want to say and when, and then break this down into bite-sized chunks. You can create a storyboard to help you do this. This will help you to refine your presentation and add structure.

Once you have done this write a script; read it out aloud so that you can hear what works and what feels too forced. Having a script also means that you have a readily available transcript document, therefore providing an alternative format for those students that have accessibility issues when watching videos.

Four – Using visuals

To help make your video more interesting and engaging use images and graphics along side your presentation to illustrate key points and explain complex concepts. However, don’t go overboard and send you students into visual stimulation meltdown, as too much can also distract the audience from the point you are trying to make – keep it relevant!

Five – How to add interactivity

Following on from the video why not set up a discussion activity that allow students to apply what they have learnt from the video. You could also create some questions that test students’ understanding of the information that has been delivered.

Six – What about the length?

The length of your video is really important. When possible try to keep recordings to a maximum of 10 minutes or create pauses to give your audience a chance to digest and reflect on the topic you are presenting about. Studies have shown that students do not engage with video lectures in the same way as face-to-face lectures

Seven – Be Copyright smart!

Make sure that any material used in your videos is copyright cleared – this means using sites like Creative commons and Flickr creative commons or gaining permissions directly from the original owner of the material.

Eight – Using equipment

Tripod: If you are not using an integrated lecture capture system then you need to consider  using a tripod for your recording – wobbly footage can cause quite a nauseating effect in your audience!   

Best possible lighting: Unless you are recording in a professional studio you will need to think carefully about the quality of lighting in your chosen recording location. Good lighting will maximise the picture quality – think about whether there is enough natural light from windows or whether the room has adequate lighting.

Microphone: sound is a really important element of your recording… if the audio is bad then your audience is not going to be able to engage with it and will very quickly lose interest in what is being presented!

Nine – Location, location, location

Choose the space wisely! You’ll need a quiet location where you know you won’t be interrupted or disturbed. Locations that suit the topic you are presenting on are great. However, be wary on how practical the location is to record and be aware that you may need permission to be there!

Ten – You; The presenter!

Rehearse and practice before pressing the record button…

  • Be yourself!
  • Dress in neutral clothing
  • Avoid fast movements and fidgeting!
  • Be natural and informal in your delivery – try, when possible, to bring humor and your own experiences into your presentation
  • Speak clearly and using short sentences and don’t panic if you get your words muddled… just carry on as if you would do in a lecture theatre!
  • Make eye contact with the camera in order to connect with your audience

UbiCast Lecture Capture

UbiCast Lecture Capture

November 6, 2017 / / 1 Comment

Credit image: UbiCast https://www.ubicast.eu/en/products/campus-automated-lecture-capture-elearning-moocs/

The University has selected the UbiCast Lecture Capture system for producing high quality recordings of lectures. The system has been designed to be seamless to use, with your only input being to start and stop the recording, or to request in advance that the lecture is recorded – in which case the entire process can be automated for you! You then need only do what you would normally do in that room to begin your teaching, such as ensuring the microphone is switched on and can be heard by the audience.

The system captures audio from the desk and/or tie microphone depending on the room configuration and plays it back to users alongside the content you have projected for the students and/or the output from a video camera. To make the video of your presentation more engaging, the camera can digitally track you as you move within the presentation area. The compiled output will also sense when it is appropriate to display either the camera or the presented content in full screen mode to draw the viewer’s attention.

Although the high definition camera is fixed in each room, our editing software automatically recognises upper-body shapes within the defined presentation area and frames (tracks) these as they move about, hence the final output is similar to that achieved by a camera crew filming the event. To achieve the best results, we recommend wearing clothes that will contrast against the backdrop in the room. If possible you should also remove any ‘shapes’ from the presentation area which may interfere with the recognition process such as empty chairs.

Once the recording has been stopped it will automatically render and upload to our Media Server, which is accessible at https://mediaserver.capture.port.ac.uk/ using your UoP login details. You should then contact the TEL team at elearn@port.ac.uk with details of your presentation (title, date, time, room) and we will make your recording available to you. Ultimately, we hope that all you will then want to edit on your recording is to trim it, though  before you actually trim anything we recommend that you watch through all the parts that you intend to use and let the TEL team know if there are any issues with camera tracking as we can fix these first. You will have access to trim the recording yourself, whether this is just top and tailing or cutting out sections from the middle is up to you, you can then merge all of your parts together as one recording or split them into separate videos should you wish. Once you are happy with your recording, let the TEL team know and we will ‘publish’ the video making it accessible to other users on the server. Should you wish you could also then embed the recording within Moodle.

UbiCast is currently only available in a limited number of rooms across campus – Eldon West 1.11, Park 2.23, Richmond LT1, Dennis Sciama 2.02 and The Graduate School 4.09 in St Andrews Court. We also have a mobile unit that the TEL Team can set up in suitable rooms around campus –- but please contact the TEL team well in advance to check room suitability.

If you like UbiCast spread the word, as we can then look at an investment proposal to expand the service.

Two people at a table with their chromebooks open discussing paperwork in front of them

Chromebooks

October 30, 2017 / / 0 Comments

Have you ever wanted to incorporate some online activity into your session, but don’t have the facility to do so?  Here, in the TEL department we have 30 Chromebooks which are available for morning and afternoon sessions or can be booked for the entire day.

So how do Chromebooks work?
The Chromebooks have two preset profiles that can be assigned through the admin panel. The first is defined as “Classroom mode”, the second is “Exam Mode”.

In Classroom mode the Chromebooks loads a Google login box where the users university details are added. Chrome OS then loads and allows the user to access their work Chrome profile, this will include access to email, drive and any other documents within their Google profile.

Exam mode is much more stringent, and automatically logs into the device and displays the exam landing page. The student would then choose the exam they are expected to take, at which point they are then asked to sign into Moodle with their credentials. They are taken to the title screen of that exam which will display start time, end time (if set) and duration of the exam.

Should there be another requirement for a different Chromebook profile then through discussion with IS it may be possible to create one that would suit the potential need. As an example: Science made a request for exam mode to be enabled with access to a shared Google Drive document that still limited any other web access. This took over a month of testing and development between Science and IS to get the framework working and in place to use. Some requests that have been made however, were not possible and subsequently implementation was not possible.

Unlike standard Chromebooks or laptops, the TEL Chromebooks require a University of Portsmouth Google account as they’re subject to authentication  by Google.  So if you’re thinking of borrowing the Chromebooks to use with external participants, IS will need at least 72 hours notice to give them time to create dedicated accounts. If you required a large number of external accounts you would need to contact IS directly: servicedesk@port.ac.uk

Booking the Chromebooks
If you would like to borrow the Chromebooks we would require you to complete the TEL Chromebook Booking, Enquiry Form

This form asks:

  • How many Chromebooks do you require?
  • Which mode do you require?
  • Session Date
  • Session Start Time
  • Session End Time
  • Session Name
  • Session Location

You’ll need to complete an individual form for each session that you require the Chromebooks for. To make sure that the Chromebooks are in the correct mode we require a minimum of 72 hours from your initial booking to when you require the devices. Chromebooks are transported in wheel-able flight cases (15 Chromebooks per case), therefore it would be your responsibility to get them transferred to where you need them.  We’ll make sure that they’re ready at least 30 minutes before your session starts, for you come to collect them.

If you’re interested in borrowing the Chromebooks, but not sure in what capacity and would like further explanation or demonstration then please contact elearn by either telephoning extension 3355 or email us at elearn@port.ac.uk and we can provide some advice on how they have been used before around the University.

Image credits: Photo by Helloquence on Unsplash

TechSmith Relay - copy of screen

TechSmith Relay

October 23, 2017 / / 0 Comments

Many of you will be aware of the TechSmith Relay service as the University has been using it for a number of years, but are you making the most of it for your students? The service is available on all UoP machines via MyApps and you can also download the software free from our TechSmith Relay server (log in with your UoP details) for use on any other compatible machine – see https://relay.port.ac.uk/relay/ClientDownload.aspx

TechSmith Relay allows you to record your screen with an audio voiceover, which is currently considered suitable to meet the requirements of the Disabled Student Allowance. Incorporating TechSmith Relay into your teaching need not be just about meeting these requirements however, as all of your students can benefit from being able to hear what was said during contact time. Students’ attention can be disrupted while making notes during a lecture, and knowing they can refer back to the recording rather than having to rely on their own notes afterwards means students can concentrate fully on the lecture.

To use this software in a lecture theatre you will require a microphone to be connected to a PC, in some rooms the desk microphone has been linked up in this way, but not all. To ensure you can record your session in this way we recommend the purchase of a USB microphone which you can quickly set up in the various teaching rooms.

This can take the form of a simple USB wired microphone if you do not stray too far from the microphone during your lecturing, such as:

http://support.logitech.com/en_gb/product/usb-desktop-microphone

Or, if you like to wander around the presentation area, a microphone such as the RevoLabs X-Tag could prove useful although it will cost significantly more:

https://www.revolabs.com/products/microphones/wireless-microphones-systems/usb-wireless-microphone-system

Of course, rather than recording your entire lecture, if you do have time at your desk to create a lecture summary suitable for revision then this may well prove more effective to complement your teaching. Research has shown that short recordings of 5–15 minutes are far more effective for student engagement and learning.

PLEASE NOTE that it can take a few minutes to upload your recording (particularly at the end of a lecture) so allow 3–4 minutes before logging off the PC otherwise your recording will not complete uploading even if you receive a message saying it has been ‘submitted’.

You may also find Relay a helpful tool for providing feedback. When marking an essay you could have the essay on screen and use the mouse as a pointer whilst talking about an assignment, thereby providing audio feedback in addition to written feedback. Why not check out the Assessed Video tool!

A screenshot of a lecture capture screen

Turnitin – Multiple Markers

October 17, 2017 / / 0 Comments

*Currently we have had to disable this feature for some standard functionality to work, we will look at reactivating it as soon as a more stable version is available.*

Turnitin, as we all know, allows students to submit their work electronically and get a ‘similarity report’ – a comparison of the submitted work against a vast database of existing papers and websites. Academics have access to the similarity reports, which can be a great help in cases where they suspect a student might have committed plagiarism. Turnitin, through features such as comment banks and drag-and-drop comments, also works well for marking work electronically.

While we have been using Turnitin at Portsmouth for many years, the interface has changed somewhat; it’s now called Feedback Studio.

Feedback Studio has a much cleaner interface than the classic version of Turnitin, and it now works within a mobile device without needing to install the Turnitin app (which is only available on iPad).

The newest feature to become available is Multiple Markers, which is currently in beta. Multiple Markers helps with second marking. A marker’s initials are placed next to any comment or quickmark that has been placed into the document. As you can see from the image, there are three comments here: two from the first marker (with initials PQ; you can see the bubble comment and quickmark added to the text) and one from the second marker (with initials TL; the initials are placed next to a bubble comment). Any plain text comments or strikethroughs are not initialled.

Multiple Markers is a great feature for academics who need the ability to share marking or do second marking, while students can quickly and easily see where different markers have annotated their work.

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