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# Introduction

Other

Learning Ecosystem Range

The following from University of Wisconsin Madison Educational Innovation usefully anatomizes teaching and learning bearing on architecture

The above is to be considered according to the three perspectives:  Student/Learner, Instructor, School/Department

Also, please consider this excerpt from the U.S. Department of Education: Exaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies:  

Personnas

1. Biology 201
   1. Dr. Joyce Settembrini   Biology professor teaching large freshman and sophomore classes
   2. Anand Rathi  TA in Dr. Settembrini's class
   3. George Massey  Administrative assistant in the biology department
   4. Dr. Samuel Cumberland  Chair of biology department
   5. Lee, Ching Tzu, Caitlin  -- students among 300 others in the biology 201 class.
   6. Students concurrently register in the lecture (enrollment limit 500) and one of 20 Lab sections (enrollment limit 15). As enrollment in the lecture increases, more lab sections are added.
2. Spanish 340
   1. Dr. Enrique Perez teaches a conversation and fluency course
   2. Jaime Kurtz TA in Dr. Perez's course
   3. Joe, Elizabeth, Carrie -- students in the Spanish 340 class
3. Spanish 420
   1. Dr. Enrique Perez  Spanish professor teaching an upper-level Spanish literature course.
   2. Elizabeth Koestler TA in Dr. Perez's course
   3. Tony, Tyrone, Kate -- students in the Spanish 520 class
4. Urban Anthropology 350
   1. Dr. Taymour Malak  Anthropolgy professor teaching a class of about 30 students
   2. Sarah,  Derek,  Abdiwahid  -- students in the Urban Anthropology 350 class
5. Computer Science Coop-WorkStudy semester (10 credits)
   1. Ann Ying Manager of the Computer Science Coop program
   2. John Thurlow – Manager at IBM. Will be managing and evaluating 2 coop students
   3. Elaine Zhao – 3rd year Computer Science student in the coop program has applied for the IBM position
6. Master’s Thesis in Literature (requirement for the completion of MA): “Technocratic existentialism in the works of Stanislaw Lem”
   1. Dr Joyce Starr – Thesis supervisor
   2. Dr James Howard – External examiner
   3. John Stokes – Master’s student in the Department of English
7. Distance Education “Calculus 12” Not a for credit course. But can be used as a prerequisite for some first year Math courses
   1. Michael Smith – contract instructor
   2. Joanne Metzinger – course administrator

Other personnas (need fleshing out)

• Videographer (i.e., curriculum author)
• Learning Object Author (i.e., curriculum author)
• Advisor
• Librarian

Scenarios (categories derived from the perspectives chart)

Scenarios Form

Curriculum/Course Offering

1. Department adds class to set of offerings  (rubrics defined, course registered with SIS, degree audit systems, department listings, etc.)
2. Department assigns instructor(s) to class/section
3. Department reserves classroom for class/section

Course Development (content collection & organization)

1. Instructor or SME defines course outline & lists content to collect, discover
2. Videographer captures lectures, compresses for delivery
3. Learning Object Author creates activity around textbook chapter content

Learning and Teaching Management (content delivery)

1. Instructor defines texts assignments for class/section
2. Instructor sets up library reserves
3. Instructor sets up lecture notes and other content
4. Instructor sets up quizzes and other assessment tools
5. Instructor sets up learning experiences (e.g., blogs, wikis, simulations, experiments)
6. a) Instructor adds a class event to the student's calendar. b) Student schedules meeting with collaborators. c) Student schedules appointment with instructor or advisor.

Career Planning (student, advisor, peers)

1. Student selects initial program.
2. Student takes a personal inventory.
3. Student changes their program based on new criteria.

Course Selection

1) Student reviews goals.  (Advisor assists student) (Student reviews requirements and degree audit) (Student reviews online resources)

2) Student Reviews Course Options (Student browses from course catalog, Student searches on specific criteria, Student reviews course material, Student views instructor ratings)

• Abdiwahid Reviews Urban Anthro 350 Course

3) Student selects course (student registers or puts herself on a waitlist)

4) Student drops a course

Class Rostering

1) Student list used to set up permissions for the class resources

Course Engagement -- Student

1) Student interacts with assignment; submits assignment

2) Student takes quiz

3) Student or student group completes homework

• Spanish 420: Kate turns in an essay

4) Student interacts with a simulation

5) Student listens to a lecture

6) Student gathers data for undergraduate research. Student gathers data for undergraduate research -- Urban Anthro 350

•  Urban Anthro 350 Sarah, Derek, and Absiwahid photograph tagged buildings

7) Student team collaborates on a video production

• Spanish 340: Joe, Elizabeth, Carrie make a video of a Spanish conversation

8) Student annotates etext made available as part of the course.

9) Students engage in group project.

10) Students provide peer reviews to each other

Course Engagement -- Instructor

1) Instructor introduces and explains concepts

2) Instructor reviews homework or quiz and returns to student

3) Instructor engages in discussion with students

4) Instructor evaluates student's participation

5) Instructor submits final grade

Subject Mastery / Student Proficiency

1) Student maintains notes and other class artifacts beyond the end of class

2) Student adds certain artifacts including those from extra-curricular work to portfolio

3) Early warning system flags student at risk.

4) Student performance receives assessment, both formative and summative, from Instructors and others.

5) Student peer assessment can be offered and receive Instructor grades or not.

Course Evaluation

1) Students assess course/instructor

2) Student achievement measures are used to evaluate course effectiveness.