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Course Orientation Case Studies


Course Tab in MyBeckett : Arthur Sargeant

arthur S.jpegMyBeckett now includes a Course Tab. It is visible only to students and contains information specific to the student’s course and school, including Groups they are enrolled on, Course announcements, Library Subject Support pages, and contact details for Course Administrators and Course Reps.

Here is an example from BSc Hons Computing.


It Is About the Small Details : Carl Flattery

Carl Small.jpgI have a collection of things to develop which are all small but add up to something greater hopefully. These include:

Photoboard – I am working on a staff photo board to go up in Caedmon and the Helpdesk which will include a photo, teaching and research areas and contact details to try and encourage students to feel more comfortable approaching staff, especially at L4.

Student Planner

This is a draft Student Planner - intended to form part of Personal Tutor sessions where students will be asked in the first week to find out all of their deadlines and in the second week demonstrate how they will prepare for deadlines.

Promoting Clear Deadlines

We want all modules to consistently display clear deadline and submission details in MyBeckett.

Our tutors do this in two ways:

This example uses a folder structure and links directly to the submission box.

This example uses the left hand menu structure. Tutors put the deadline detail on their landing page but the student cannot submit from there.

Both ways have pros and cons.


Signalling Learning Outcomes : Tom Muskett

Tom Muskett.jpgI have clear and specific LOs for each lecture, which are then used to structure the session, are clearly summarised at the end and align directly with assessment.  I signpost students throughout to thinking about how session LOs align with module LOs, and make sure that they understand that I go back to session LOs when setting exam questions.

This year, we also give the new first years a seminar where we introduce them to a simplified version of Bloom’s taxonomy of learning, and have activities where they interpret LOs in terms of this!

I have had a lot of positive feedback from students about this approach.  I think that it helps them feel like they are not drowning in a sea of apparently equally "important" material, and provides a level of transparency as to what we are actually looking for in terms of their learning at a session-by-session level. It’s a full-on (and arguably OTT) approach to constructive alignment.

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