Paint me a picture: translating academic integrity policies and regulations into visual content for an online course

Abstract

In 2012, and 2014 Libraries and Learning Services from the University of Auckland created two online courses to introduce students to the concept of academic integrity and its associated values and expectations. The challenge was to introduce the somewhat dry subject matter to a diverse group of students in an engaging way and to avoid large tracts of text that were difficult to comprehend. Initial research undertaken by the development team suggested that visually representing bodies of text was an effective way of communicating with the target audience. Dual coding theory, multimodal instructional design and cognitive load theories provided a framework for the learning design approach taken by the design team who ultimately selected Richard Mayer's (2001) Cognitive Theory of Multimedia Learning as a basis for designing the two courses. This paper outlines how the two courses were designed in accordance principles outlined in Mayer's theory and how the design team integrated seven of Mayer's twelve principles to create dynamic, visual and aural elements such as animations, narrations and text to engage learners in a more meaningful learning process.

A community of practice approach to enhancing academic integrity policy translation: a case study

“…The third stage of the CoP's lifespan involved the active creation of academic integrity resources. The CoP core members approached the university's internal design studio to work with it on the visual design and production of two flow charts, given that visual representation can enhance cognition (Bingham et al 2016). The first flow chart was to guide staff through the process of investigating a student breach of academic integrity.…”

“…To ensure accessibility, maximise engagement and transfer of information, strategies such as streamlining and chunking of information and conversational language were used (Rudolph 2017). These strategies removed the ambiguity that existed in the policy documents and made the academic integrity content more easily recognised and remembered (Bingham et al 2016;Short et al 2013). All the resources were shared through a website (Fig.…”

The Library and the Writing Centre Build a Workshop: Exploring the Impact of an Asynchronous Online Academic Integrity Course

“…Typically, these tutorials do not have to take up valuable class time and are less likely to exacerbate the stress and limited time that often lead to academic dishonesty (Ellery, 2008). Similarly, online delivery of academic integrity instruction has also proven effective because it can more closely replicate the kinds of academic integrity situations-online quizzes, copyand-pasted articles, or screenshotted answers, for example-that students are likely to encounter (Bingham, Reid, & Ivanovic, 2016;Turner, 2005). For instance, online academic integrity modules can use videos, images, or audio to present students with hypothetical or real-life scenarios of academic misconduct, requiring interaction that is more effective than traditional text-only or lecture-style instruction (Bingham et al, 2016).…”

A Suite of Strategies for Navigating Graphic Novels: A Dual Coding Approach

“…Such students may experience a split attention effect, an extension of cognitive load theory (Bingham, Reid, & Ivanovic, ; Gellevij, Van Der Meij, De Jong, & Pieters, ). When students are presented with information to learn using two modalities simultaneously, their learning may be slowed down if the two sources do not clearly complement each other.…”