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Combining High Impact Education Practices and Active Learning Pedagogy to Address Visual Plagiarism in Applied Arts Higher Education

Lisa Winstanley (Nanyang Technological University, Singapore)

High Impact Practices in Higher Education: International Perspectives

ISBN: 978-1-80071-197-6, eISBN: 978-1-80071-196-9

Publication date: 27 September 2023

Abstract

This chapter discusses the coupling of High Impact Educational Practices with an Active Learning pedagogical approach applied within an introductory undergraduate Visual Communication course (VC1). The course involves several high impact educational practices, such as collaborative assignments, community-based learning, and ePortfolios as reflective tools. VC1 is also open across the School of Art, Design, and Media and accordingly attracts a diverse, multicultural cohort. This heterogeneity provided an ideal circumstance to encourage the exploration of differing cultural perspectives, life experiences, and worldviews and, subsequently, an opportunity for students to better connect with the subject matter on an intercultural level. While the entire course successfully implemented several high impact practices (HIP), this chapter aims to provide a concise overview of these methods before differing to a more microanalysis; focusing on an integrated, preventing visual plagiarism workshop, which leveraged global knowledge, active learning, and collaborative discourse to facilitate improved academic integrity among the student body. The workshop engaged students by posing ethically driven questions through active learning exercises, such as case study discussions and reflective making activities, to open dialogues and encourage debate on various, and often opposing, ethical perspectives. The overarching objective of this workshop was for students to develop best practice ethical frameworks to subsequently inform and underpin their creative practice, both within higher education and in a professional industry context.

Keywords

Acknowledgements

Acknowledgments

Research for this chapter was made possible by an Academic Research Fund (AcRF) Tier 1 Research Integrity Grant: M4012068 from the Ministry of Education, Singapore. Nanyang Technological University, Singapore. Special thanks to Tony Mayer, Dr Roderick Bates, and Dr Willie Koh Wee Lee for their continued guidance and support. This work has full IRB approval from NTU IRB-2019-09-054-02.

Citation

Winstanley, L. (2023), "Combining High Impact Education Practices and Active Learning Pedagogy to Address Visual Plagiarism in Applied Arts Higher Education", Sengupta, E. (Ed.) High Impact Practices in Higher Education: International Perspectives (Innovations in Higher Education Teaching and Learning, Vol. 51), Emerald Publishing Limited, Leeds, pp. 87-103. https://doi.org/10.1108/S2055-364120230000051006

Publisher

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Emerald Publishing Limited