Active learning, academic honesty and authenticity Jane Roberts Centre for Active Learning

Is plagiarism getting worse?  Probably yes  Why? Post-modern culture has several aspects which tend to encourage surface learning, patch-writing and plagairism

Post-modern students in context  increased access to a diverse range of information sources  commodification of knowledge; student as consumer  individualisation of society  erosion of respect for traditional institutions such as universities  cultural priority given to images and surfaces  “accumulation of epistemological doubts” (Scott 1997: 41).  plurality of discourses

What is wrong with plagiarism?  Is it theft?  Yes, if academics copy and publish peers’ ideas or writing.  But if a student uses your ideas you may be pleased; if they copy your writing is this theft?  And some plagiarism is naïve rather than dishonest

What is wrong with plagiarism?  If plagiarism is not always theft, is it always wrong?  Yes, because plagiarism corrupts the link between assessment and learning  Most definitions of plagiarism do not mention learning  But the authenticity of assessment and learning should be the main concern of academic honesty campaigns

Plagiarism as surface learning  Plagiarists can be highly skilled  Plagiarists can be very intelligent  But, plagiarism offers “quick fix” assignments without engaging with sources and ideas  Thus, it is an extreme form of surface learning  So, what is the role of active learning in “designing out plagiarism”?

Active learning  Deep, not surface, learning  Requires the construction of understanding  Assesses process as well as product  Emphasises transformation of learners  Motivates through building learning communities  Therefore, essential component of academic honesty strategies

The research  Literature review to build links between literature on HE in post-modern times; plagiarism and academic honesty; active learning  Findings and recommendations to inform action research project