CIRCA:Ivanova Scenarios

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(Created page with ' == Scenario 1: == # Logs into E-Class after searching for the email with her userid and password. # Looks around the welcome screen but has trouble deciding where to click. She…')

Current revision as of 17:54, 12 November 2013

Scenario 1:

  1. Logs into E-Class after searching for the email with her userid and password.
  2. Looks around the welcome screen but has trouble deciding where to click. She sees the link for reviewers and clicks there.
  3. That link takes her to a screen with her name at the top next to a drop down box listing the various assignment types.
  4. She clicks on summary of a technical article. The box below fills with a list of student assignments waiting for reviews. She skims the list for an engineering topic, sees a review of LEED engineering standards, and clicks on that link.
  5. This screen opens up with the student draft on the top and a box for comments underneath it. She starts reading the draft, sees what she thinks is a grammar error—principal/principle-- in the first line, and makes a comment on that in the review panel. She hesitates, though, and decides to check to make sure she is correct.
  6. She opens up another browser window, types principal into the search box. OAuto complete offers the choice to click on “principal vrs principle” and she selects that.
  7. A short read—15 seconds—confirms that she is correct, and she switches back to the Gwrit window and continues commenting.
  8. At the end of the first paragraph she pauses and writes a comment in the review panel: “I’m not sure what you think of the original article at this point (the end of the first paragraph). Where do you stand—is this a good article or not? What are you arguing for here?
  9. She remembers something from the training session about the online textbook and searches for the link to it. When she finds it, she clicks on it. Inside the pdf file she searches for “argument” but the entries don’t seem right; she skims the index and sees “working thesis and beginning paragraphs”, clicks on that, and copies the page number.
  10. She navigates back to the comment window, adds the page number and a suggestion that the student read the section on effective beginning paragraphs, and continues reading.
  11. She makes her way through the summary, noting the failure to cite the original article correctly—but when she checks the online handbook again, she discovers that there are many different ways to cite sources. She decides it would take too long to sort through them all, so she adds a comment in the document review panel advising the student to double-check the citation.
  12. The process to this point has taken her over 30 minutes, and she decides that she needs to log out and answer a late email from a colleague. She hits “submit review” and then logs out of the Gwrit system, thankful that she doesn’t have to review 50 student papers this week.
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