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Course orientation requires that students understand what they will be required to do on their course, how they are expected to achieve this, and why. The sharing of standards, and behavioural expectations should be prioritised. In order for students to be able to settle in quickly to their academic routines, operational details such as timetables, group composition, and processes for reporting absence need to be clearly communicated. This information is sometimes hidden in handbooks. Any changes to the curriculum or essential information such as module selection or room changes need to be communicated in good time.
Course orientation is best achieved through scaffolding new students through the first stages of an organised curriculum via a strong induction and transition phase. An organised curriculum is coherent, well-structured, provides clear course information including guidance about resources and technologies for learning, and has transparent, aligned, relevant assessment processes and activities (Biggs, 1996; Gibbs, 2010; Fredericks, Blumenfeld & Paris, 2004).
|Arthur Sargeant||Structured communication with Course Tab in My Beckett|
|Carl Flattery||Quick ways to signal structure|
|Tom Muskett||Signalling structure with Learning Outcomes|
Page last updated: 31/07/2020