Structure

• I Structured Introduction
• II Well-Organised Structure
• III Text Structure Markers
• IV Numbering

I. Structured Introduction

Advice:
Provide a structured introduction of the whole and the separate parts in preparation of the learning process. The following items are useful to include in an introduction:
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• Which competences are worked on through the course unit?
• Which learning contents are covered and how are they connected?
• Which learning objectives must the student achieve?
• What is the relation of the learning contents to the entire curriculum?
• What is the relevance of the learning contents?
• Which assessment methods are used?
• Which study materials are necessary (handouts, notes, literature, etc.)?

A structured introduction stimulates various learning activities, such as anticipating pitfalls, motivating and activating the learning process, encouraging students to reflect on learning objectives, and making a connection with relevant prior knowledge. A good orientation is appropriate especially for (digital) self-study materials.​

A proper introduction serves as an 'advance organiser' (Valcke, 2005) or a tool which helps students to understand new information. An advance organiser provides structure so that learning contents can be processed in a meaningful way. An advance organiser can take different forms. A captivating story or statement (narrative organiser) is a first form that introduces the context, experiences and information which are relevant to the learning contents that follow.

​Secondly, a comparison (comparative organiser) indicates how the new learning contents differ from previously acquired knowledge. An illustration or graphic representation (graphic organiser) is a third form which presents the learning contents schematically. For example, students may be instructed to draw up a mind map of what they already know about the subject that will be discussed.

If there is no structured introduction, students can lose a lot of time because they will try to understand what exactly is expected from them.

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I.I In Concrete Terms

​The following items are useful to include in an introduction:

As an example, take a look at the introduction of the course unit 'Educational Sciences 4'. Note: to view the file, you must be signed in with your Artevelde University College account.

You can (by way of inspiration) download a syllabus template (in Word) at www.arteveldehs.be/officesjablonen. In the template, you will find a prestructured introduction below 'Quick Parts' which contains these parts.

​​I.II Background Information

Valcke, M. (2005). Onderwijskunde als ontwerpwetenschap. Ghent: Academia Press.

II Well-Organised Structure

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