PROJECT PROPOSAL

Project Title
PeoplesoftheWorldEurope(ANTH312_400)

Sponsoring Organization
Oregon State University, Anthropology (Ecampus)

As a land grant institution committed to teaching, research, and outreach and engagement,
Oregon State University promotes economic, social, cultural and environmental progress for the
people of Oregon, the nation and the world. This mission is achieved by producing graduates
competitive in the global economy, supporting a continuous search for new knowledge and
solutions, and maintaining a rigorous focus on academic excellence, particularly in the three
Signature Areas: Advancing the Science of Sustainable Earth Ecosystems; Improving Human
Health and Wellness; and Promoting Economic Growth and Social Progress

Project Description
Peoples of the World - Europe is a baccalaureate core Perspectives/Western Culture course.
ANTH 312_400 id delivered through Ecampus for distance education students. Ecampus courses
typically need to be reevaluated and revised every 4 to 5 years to ensure they meet current
quality standards, provide the most current information on a topic, and make best use of current
teaching technologies. ANTH 312_400 was first designed and implemented in 2008, and is thus
due for revision.

Aim
The revised ANTH 312_400 will be prepared for Quality Matters assessment and certification,
reflecting current Ecampus standards for online classes.

Target Audience
Upper division (third and fourth year) university students, both anthropology majors and non-
majors fulfilling the bacc. core requirement for a Perspectives/Western Culture course.

Delivery Options
Online
FRONT-END ANALYSIS: INSTRUCTIONAL NEED

Instructional Need
Foi establisheu online couises 0iegon State 0niveisitys Ecampusnormallyrecommendsa
courserefreshevery4-5yearstoensurethat:
x materialiscurrent,reflectingthemostup-to-datescholarshiponthesubjectmatter;
x thecoursedesignreflectscurrentEcampusqualitystandards;
x newlearningtechnologiesappropriatetothecourseareincorporatedinaneffective
manner.

ANTH312,PeoplesoftheWorldEurope,wasfirstdesignedandimplementedwith
minimalInstructionalDesignoversightin2008.Sincethattime,Ecampushasdeveloped
designguidelinesfollowingcloselytoQualityMatters

standards.Anexaminationofthe
courseagainstthosestandardsindicatesseveralareasforrevisionintermsofdesign,
particularlyinrelationtothealignmentofcourseandunitlevelobjectives,theapplication
oflearningtechnologies,andtheaccessibilityofmaterials.

ANTH312alreadyservesanimportantroleasaBaccalaureateCore(BaccCore)class
offeredbytheAnthropologyProgram,theonlyoneinthatprogramfulfillinga
Perspectives/WesternCulturesubjectarearequirement.Itisdesirableforacademic
programstoofferatleastonecourseinasmanyoftheCoresubjectareasaspossible,and
toensurethequalityandcapacityofacoursetoattractenrollments.Regularreassessment
andrevisionarenecessarytomeetthatneed.

FRONT-END ANALYSIS: LEARNER CHARACTERISTICS

Learner Analysis

PrimaryAudience
x Undergraduatestudents,thirdyearthroughfinaltermbeforegraduation
x StudentsneedingtofulfillaBaccCorerequirementinaPerspectives/Western
Culturesubjectmatter
x Distanceeducationstudents
x Oncampusstudentsneedingcreditinaparticulartermoraflexibleschedule
ie not uistance stuuents
1
).

1
The uistance stuuent categoiy excluues stuuents piimaiily associateu with the Coivallis Benu oi La
Grande,Oregonphysicalcampuses.
General Learner Characteristics
2

x PercentageofEcampusstudentsasdistancestudents:35%
x ApproximatepercentageofdistancestudentsenrolledinANTH312:44%
x Location:MostdistancestudentsarelocatedwithintheUnitedStates,buta
smallnumbereachtermareoutsidethecountry,andoccasionallyinafairly
remotelocation.
x Averageageofdistancestudents:33
x AverageageofOregonStateUniversity,Corvalliscampusstudents:22
x Distancestudentgender:60%women,40%men.
x GenderspecifictoANTH312for2012/2013:
3
65%women,35%men
x Educationlevel:Rangesfromsophomoretosenioryearwithasmallnumberof
post-baccalaureatestudents.CourseprerequisitesincludeANTH110
(IntroductiontoCulturalAnthropology)orANTH210(ComparativeCultures)or
thecompletionofsocialprocessesandinstitutionsBaccCorerequirementswith
anyqualifyingcourse(3credits).
x Technologicalaccess:Ecampusstudentsareexpectedtohaveadequateaccessto
acomputerwithinternetcapability.

EntryCharacteristics
x AlittleoverhalfofstudentsinANTH312areAnthropologymajorsorminors:
57%
x MoststudentsarefamiliarwithEuropeasageneralgeographicandculturearea,
butcannotidentifymorethanahandfulofcountries.
x Moststudentsareunawareoronlyvaguelyawareofcontemporaryeventsin
Europe.
x MoststudentsareunawareofanthropologicalresearchinEuropeandgeneral
directionofsuchscholarship(thecourselistingmaybethefirsttimetheyhave
everconsideredthatEuropeanistanthropologyexists).
Attitudinal/motivationalcharacteristicsgeneraltoEcampusclasses/programs:
x Stopoutshavestartedadegree,butwereunabletofinish
x Workingadultsunabletoleavejoband/ormovetoCorvallis
x Stay-at-homeparentswantingtobehomewithchildren
x Preferenceforonlinelearning
x On-campuscourseaccessissues
Priorexperience
x Moststudentsarejuniororseniorsandhavebythistimetakenothersurvey
coursesandcoursesrequiringtermpapersorbookanalyses.
x MoststudentsinthiscourseareunfamiliarwithOSULibraryresourcesorhave
limitedexperienceusingthem.

2
OSUEcampus2011-12datasource:DataWarehouseonSeptember27,2012(BL).Otherdatacompiledfrom
studentsintroductionsontheANTH312coursesiteoverthreeterms,aswellascommentsmadein
discussion.
3
Includesbothdistancestudentsandstudentswithaphysicalcampusaffiliation.
x MoststudentshaveneverbeentoEurope,butasizableminorityhastraveled
and/orlivedinEurope(31%).
x A significant minoiity of stuuents expiessly inuicate a iomanticizeu image
ofpieconceiveu notions about Euiope eg castles anu ait chaiming cobble-
stoneu stieets sophistication high cultuie elegant cuisine open-mindedness,
etc.):22%
x Historically,asmallpercentageofstudentsinthiscourseareinternational
studentsand/orhaveEnglishasasecondlanguage(roughly2-3%).

Othercharacteristics:
Eachterm,studentsinANTH312areencouragedtointroducethemselvesinadiscussion
forum.Ananalysisofintroductorycommentsmadeduringthreetermsofthe2012/2013
academicyearindicatesthefollowinglearnercharacteristics:
4

Women 65%
Men 35%
TakingthecoursefromoutofCorvallis(butstillinOregon) 9%
Takingthecoursewhileoncampus 13%
Takingthecoursefromoutofstate 28%
TakingtheclassfromoutoftheUnitedStates 7%
Internationalstudent 2%
Firsttermtakinganonlinecourse 3%
Sophomorestanding 10%
Juniorstanding 13%
Seniorstanding 26%
Post-baccstanding 3%
Anthropologyminor 23%
Anthropologymajor 34%
Studentathlete 8%
Workingpartoffulltime 15%
Married 15%
Haschildren 19%
WithaEuropeanheritagemoderatelyorstronglyinformingidentity 61%
Self-identifyashavingaminoritystatus/identity 7%
Hasbeento/livedinEurope 31%
Takingcourseprimarilyasarequirement 7%

4
Becausetheintroductionsareopen-ended,studentsprovidewhateverinformationtheychoosewithout
explicitguidelines.Forthisparticularclass,theyareaskedaboutanyconnectionstoorprevious
knowledge/experiencewithEuropetheymighthave,butinformationsuchasmaritalandfamilystatus,
whetherornottheyareworking,yearinschool,locationandothercharacteristicsthatmightfleshouta
generalportraitofstudentstakingthisclassisgivenonlyonavolunteerbasis.Assuch,theanalysisis
imperfectandprovidesonlyalimitedportraitureofstudentcharacteristics.Amorestructuredstart-of-term
anonymoussurveymaybeworthconsideringforfuturereference,butitisquestionablehowrelevantsome
ofthatacquireddatamightbeotherthanprovidingsomeinsightsintothetimedemandsonstudents.
Expressesaparticulargeneralinterestinthesubjectmatter 18%
ExpressesahistoricalinterestinEurope 25%
Inuicates a iomanticizeu image ofpreconceivednotionaboutEurope 22%

Contextual Analysis

OrientingContext
x Goals:FulfillmentofBaccCorerequirementinPerspectives/WesternCulture
subjectmatter.
5
FulfillscreditrequirementsforanAnthropologymajororminor.
Manystudentsexpressaparticularinterestinthesubjectmatter(e.g.,interestedin
histoiy oi loves Euiope oi has always wanteu to tiavel to Euiope
x Perceivedutilityoftheinstruction:willfulfillarequirement.Moststudents,even
anthropologymajors/minors,donotcomeintotheclassthinkingaboutitsbroader
applicabilitytotheirmajorfieldofstudy.
x Expectationsofaccountability:
6
Manystudentsassumethatthesurveycoursesin
the Peoples of the Woilu seiies aie light oi easy As Some non-majorsmay
assume that anthiopology in geneial is an easy subject anu aie challengeu
beyondtheirexpectations.Surveycoursesgenerallymakeuseofmultiplechoice
examsandlimitedwritingassignments,butatthe300orjuniorlevel,morewriting,
readingandself-directeddiscoverythantypicallyexperiencedinfreshmanand
sophomorelevelclassesshouldgenerallybeexpected;manystudentsappeartobe
somewhatsurprisedatthehigherworkload.

InstructionalContext
x Courseisdeliveredonline.Studentsneedtohaveregularandreliableaccesstoa
computerwithinternetcapabilities.
x Coursefollowsthesametimelineason-campuscourses;deliveredover10weeks
withweeklyduedatesforactivities,followedbyafinalsweek.
x CourseisdeliveredviatheBlackboardlearningmanagementsystem.
x Severalfeaturefilmsareusedintheclassthatcannotbeuploadedtothecoursesite
becauseofcopyrightissues.TheOSUBookstorefurtherdoesnotrecommend
orderingthefilmsforindividualpurchasebystudentsbecauseofcosts.Ideally,
studentsshouldhaveaccesstoadvdplayerorcomputerthatwillplaydvds,aswell
asasourceforacquiringthefilms(Netflix,Amazon,etc.).
x Stuuents must acquiie some of the ieauings via the 0S0 Libiaiys Ejouinals
databases.

5
Only7%ofstudentsintroducingthemselvesinthediscussionforumidentifythisastheirprimary
motivation,butitcanbeassumedthattheactualnumberwhowouldlistthisasaprimarymotivatorifasked
anonymouslywouldbehigher.
6
Informationlargelyassessedfromcommentsonend-of-termstudentevaluationsofteaching.
TransferContext
x Transferability:TheBaccCorecurriculumrepresentsOSUfacultyconsensus
regardingfoundationalmaterialnecessaryforstudentstohaveawell-rounded
understandingofthemodernworld.ThroughBaccCorecourses,studentsengage
criticallyandcreativelywithsubjectsinthenaturalandsocialsciences,artsand
humanities,andlearntosynthesizeideasandinformationwhenevaluatingmajor
societalissues.
x OpportunitiesforUsingLearnedInformation:TheBaccCoreisdesignedtopromote
understandingofinterrelationshipsamongdisciplinesinordertoincreasestudents'
capacitiesasethicalcitizensofanever-changingworld.Foranthropologymajors
andminors,ANTH312helpstoillustratecorethemesinthedisciplinefroma
perspectivenotusuallyencounteredinotheranthropologyclasses,potentially
increasingunderstandingofthebroadapplicabilityofthosethemes.
x Support:
o IfneverhavingtakenanOSUEcampuscourseorusedthelatestupdated
servicepackforBlackboard,studentsareadvisedtotakeavailabletutorials.
o InformationontechnicalsupportandDisabilitiesAccessServicesisplacedin
aprominentspotonthecoursesite.
o BecauseoftherequirementtoaccessreadingmaterialsthroughtheOSU
Librarydatabases,andmanystudentshaveminimalexperienceusinglibrary
resources,itisnecessarytoprovideinstructionalsupportinusingthelibrary
atthestartoftheterm.
o Becausesomereadingsmaybemorechallengingthanmanystudentsexpect,
reading/studyguidesandtipsonhowtoapproachdemandingreadings
are/willbeprovidedonthecoursesite.

INSTRUCTIONAL IMPACT BASED UPON LEARNER CHARACTERISTICS

Application of Adult Learning Theories

Becauseofthehigheraverageageofdistanceeducationstudents,principlesofadult
learningtheoryneedtobeincorporatedintheinstructionaldesignanddelivery.The
theoryofandragogypresumesthatadultlearners:
1. needtounderstandwhytheyneedtolearnsomething;anexamplewouldbethe
older,returningstudentwhohasnotencounteredtheuseoffeaturefilms(not
uocumentaiies oi othei explicitly euucational films in couisewoik befoie anu
needsanexplanationofwhytheywouldbeusedintheclass.Clearexplanationsof
whycertainmaterialiscoveredandothermaterialisnotwouldalsobewarranted.
2. learnthroughexperience;frequentungradedand/orre-doablequizzes,
opportunitiesforrevisingwork,anddetailedfeedbackwillallowforstudentsto
learnthroughmistakes.Discussionforumsshouldallowstudentstoexperiment
withideasandexpandtheirunderstandingofcoursematerialthroughopen-ended
discussionprompts.
3. approachlearningasproblemsolving;thenatureofthesubjectmatterinANTH312
largelycallsforacontent-orientedapproach,butlearningactivitiescanincorporate
problem-centeredelements,suchasself-discoveryactivities.
4. learnbestwhentheimmediatevalueofthetopicisapparent;makingconnectionsto
anddrawingparallelsbetweencoursesubjectmatterandmaterialandthingsthat
studentsmayhaveexperiencedorobservedthemselvesshouldbeencouraged,
whilecautioningstudentstostayawareofdifferentculturalcontextsandpotential
misinterpretationduetoculturalbias.

Application of Motivational Theories

Giventherelativelyhighpercentageofstudentswhoreportaparticularinterestinthe
subjectmatter(43%)and/orwhoareeithermajoringorminoringinanthropology(57%),
itissafetoassumeintrinsicmotivatorsformanystudents.Allstudentsaremotivatedto
somedegreebyextrinsicfactorspassingtheclasstoachievenecessarycredits,and
preferablypassingwithaBorhighergrade,isastrongmotivatorforvirtuallyallstudents.
Thatsaid,withoutaparticularinterestinthesubject,whetherfromthestartordeveloped
throughexposureasthetermprogresses,studentsmaysettleforrotelearningto get As on
thetests,forexample,asopposedtomoresophisticatedlevelsofcomprehensionand
application.Ideally,instructionwilltapintointrinsicmotivatorsamongallstudentsby
engagingthem,raisingtheirlevelofcuriosityandhelpingthemmakeconnectionstobigger
processesandissues,allthreeofwhichaddresstheattentionandrelevancefactorsin
Kelleis foui-factorARCStheoryofmotivation.Clearlyaddressingwhatstudents
willneedtodotosuccessfullypassthecourse(confidencefactor)andprovidingregular
positivefeedbackandconsistentconsequences(satisfactionfactor)willbenecessaryto
maintainstudentinterestandengagement.

Impact of a Diverse Audience on Instruction

Whiletheaverageageofdistancestudentsisolder,notallstudentsinEcampusclassesare
distancestudents.Courses,includingANTH312,tendtobeamixofolder(occasionallyup
to60+yearsofage)firsttimestudents,olderreturningstudents,andmoretraditionally
agedstudentswithwidelyvaryingdegreesoflifeandeducationalexperience.The
attitudes,motivations,expectationsandlearningstylesofstudentsvaryconsiderably.The
courseshouldincorporateavarietyoflearningtoolsandtechniques:weeklynon-graded
quizzes,learninggames(e.g.mapidentificationgames);shortaudiolecturestoaccompany
writtenlecturenotes;notesandguidestoaccompanyfilms;open-endeddiscussionforums;
opportunitiesforgroupstudyandgroupwork,suchastheoptiontodoagroupreporton
anassignedbook.

Becausetheeducationalexperienceandpriorsubjectmatterknowledgeofstudentsvaries
somewhat--rangingfromsecondyearstudentstopost-baccstudents,majorsandnon-
majors,individualswithafairamountofpriorknowledgeaboutEuropeandotherswith
verylittle--avarietyofobjectivelevelsrangingfrombasicknowledgeacquisitionto
synthesisandevaluationneedtobeincorporated.

Likewiseculturalbackgroundplaysapartinhowmaterialisapproachedbystudents.
Althoughthenumberofinternationalstudents(orstudentswhodonothaveEnglishasa
firstlanguage)istypicallyquitesmallinANTH312,occasionallysuchstudentsneedtobe
accommodated.Generally,extratimeonassignmentsortestsisallowedforthesestudents
aswithstudentswithothertypesofdisadvantagesstemmingfromdocumented
disabilities.Theclass,asawhole,isfurtheradvisedaboutculturallysensitiveetiquettein
thediscussionboards.

Allmaterialonthecoursesiteshouldconformtoaccessibilityguidelines,notjustforthe
benefitofstudentswithdisabilities,butforallstudents.Alternativestofilmsforstudents
who,becauseoflocationand/ortechnologylimitationscannotviewfilmsshouldbein
place.Assessmentsshouldallowstudentstogetbywithreadingcritiquesoffilms,for
example.

INSTRUCTIONAL OBJECTIVES
Instructionalgoalsarederivedfromthecoursedescription:

PeoplesoftheWorld-Europe(ANTH312)isaBaccalaureateCorePerspectivecoursein
thecategoryofWesternCulture,oneofsuchcoursesneededtofulfillOregonState
UniversityBaccalaureateCoie iequiiements Peoples of the Woilu couises suivey peoples
aroundtheworld.Earlysettlement,culturalhistory,ecologicaladaptations,population,
familyandgenderroles,religiousideology,politicalandeconomicsystems,modernsocial
changes,andcontemporaryissuespertainingtoindigenouspeoplesinculturallydistinct
regionsoftheworldmaybeincludedaspartofaPeoplesoftheWorldcourse,as
appropriatetotheparticularsubjectregion.Emphasisisplacedondispellingstereotypic
images,bothpastandpresent.

ANTH312offersananthropologicalperspectiveonthepeoplesandculturesofEurope,a
lookbeyondwhatthetouristseesandbeyondfamouspeople,events,andhighculture
productions.Areasofparticularinterestwillincludethedevelopmentoftheanthropology
ofEurope,imagesofpopularEuropeincontrasttoEuropeanrealities,food,ruraland
urbanlife,genderrelationsandfamily,regionalandnationalidentity,migrationand
culturaldiversity.Socio-politicalissues,socio-economicsandtheEuropeanUnionwillbe
addressedthroughout.

Project (Instructional) Goal

Goalsfallunderbothcognitiveandaffectivedomains.Twoprimarygoalsofinstructioncan
beidentifiedandgenerallycategorizedunderthosedomains.

1. Cognitivedomain:Studentswilldemonstratearealisticandcomprehensive
understandingoftheEuropeancultureareafromananthropologicalperspective,
takingintoaccounthistoricalprocessesthathaveshapedthediversityof
contemporaryculturalrealities.

2. Affectivedomain:Studentswilldevelopanappreciationofandsensitivitytoward
thedifferencesandcomplexcircumstancesoftheEuropeancultureareathatmove
beyondstereotypicimagesandassumptions.

However,OSUEcampusinstructionaldesignprocessesemphasizeeasilymeasurable
cognitivedomainsforsuchacourse.

Terminal Objectives and Enabling Objectives

Threeterminalobjectives(learningoutcomes)aresetbycurriculumdevelopment
processesforBacc.CorecoursesinthePerspectives/WesternCulturescategory.Further
terminalobjectivesspecifictothecoursearelefttothediscretionoftheindividual
instructor.Theseterminalobjectivescanbetieredinthemselves,withthecoursespecific
objectivesaligningwithBacc.Coreoutcomesandcreatingbroadmodulethemes.Manyof
thecoursespecificoutcomesalignwithmultipleBacc.Coreoutcomes.
BaccalaureateCoreWesternCulturesLearningOutcomes

x Identifysignificantevents,developments,and/orideasintheWesterncultural
experienceandcontextCognitivedomain/knowledge,comprehension,analysisin
Blooms taxonomy
CourseSpecificOutcomes
o ExplainhowcolonialismshapedandcontinuestoshapeEuropeandits
relationshipwiththerestoftheworld.
o Examine changes in anthiopology anu the uisciplines link to Euiope
o Explain the uibaniuial connection anu the place of the peasantiy in
Europeanlife.
o DescribetheculturalimpactsofmigrationinEuropeandcross-cultural
interaction.
o Relatethedailylifeandattitudesofpeopletopoliticalandeconomicsystems.

x Interprettheinfluenceofphilosophical,historical,and/orartisticphenomenonin
relationtocontemporaryWesterncultureCognitivedomain/evaluation
CourseSpecificOutcomes
o ExplainhowcolonialismshapedandcontinuestoshapeEuropeandits
relationshipwiththerestoftheworld.
o Recognizestereotypesofnational chaiactei foouways language histoiy
religion,class,migration,nationalism,music,andculturechangeinthe
Europeancontext.
o Analyzecontemporarygenderissuesinrelationtodeeplyrooted
constructionsofgenderassociatedwithEuropeantraditions.
o Explain the uibaniuial connection anu the place of the peasantiy in
Europeanlife.
o Relatethedailylifeandattitudesofpeopletopoliticalandeconomicsystems.

x AnalyzeaspectsofWesterncultureinrelationtobroadercultural,scientific,or
socialprocessesCognitivedomain/analysis
CourseSpecificOutcomes
o Differentiatebetweentheregions,peoplesandlanguagesofEurope.
o Describethewayanthropologyapproachestheconceptofculturaldifference
andboundaries.
o ExplainhowcolonialismshapedandcontinuestoshapeEuropeandits
relationshipwiththerestoftheworld.
o Examine changes in anthiopology anu the uisciplines link to Euiope
o Analyzecontemporarygenderissuesinrelationtodeeplyrooted
constructionsofgenderassociatedwithEuropeantraditions.
o DescribetheculturalimpactsofmigrationinEuropeandcross-cultural
interaction.
o Relatethedailylifeandattitudesofpeopletopoliticalandeconomicsystems.

LearningOutcomesspecifictoANTH312

x Differentiatebetweentheregions,peoplesandlanguagesofEurope.Cognitive
domain/analysis
o IdentifytheboundariesofEuropeasunderstoodingeographic,geo-political
andculturalcontexts.
o Generalizewhatdemographicdata(populationdistribution,aging,etc.)says
abouttheEuropeanculturalarea.
o IdentifythemajorethnicgroupsofEuropeandtheethnicminoritiesof
Europe.
o ExplainwhytheCouncilofEuropeconsiderslinguisticdiversityimportant.
o Explaintheimportanceoflanguagetoculturalidentity.

x Describethewayanthropologyapproachestheconceptofculturaldifferenceand
boundaries.Cognitivedomain/knowledge,comprehension,evaluation
o Explainwhatcanbesaidaboutculturaldifferenceandboundariesinthe
Europeancontext.
o Identifythecontroversiesandproblemswithdrawingfastboundaries
aroundEurope.
o Explain what is meant by Euiope being a sequence of iueas

x Recognize steieotypes of national chaiactei foouways language histoiy ieligion

class,migration,nationalism,music,andculturechangeintheEuropeancontext.
Cognitivedomain/knowledge,comprehension
o Differentiatebetweenthewayculturalboundaries/bordersareperceivedin
popularcultural,asopposedtoinanthropology.
o Definethe"essentialist"viewofculture,andexplainwhyitisproblematic.
o ExplainwhyitisproblematictoassociateEuropean-nesswith"race."
o IllustratehowEuropeansstereotype/perceiveseeeachother,andinwhat
contexts.
o RelatefoodtoEuropeanregionalandgenerationalidentities.

x ExplainhowcolonialismshapedandcontinuestoshapeEuropeanditsrelationship
withtherestoftheworld.Cognitivedomain/comprehension,synthesis,
evaluation
o Identifythewatershed("big")momentsinEuropeanhistorysincetheMiddle
Ages.
o RelateanthropologyandtheanthropologyofEuropetocolonialism.
o ExplaintheroleofcolonialismintheformationofEurope

x Examine changes in anthiopology anu the uisciplines link to EuiopeCognitive

domain/analysis
o DiscussinwhatcontextanthropologistsstartedlookingatEurope.
o RelatetheanthropologyofEuropetocolonialism.
o Explainwhyanthropologistshavedevelopedparticularfocusareasof
researchinEurope.
o DefinehermeneuticsandrelateittoshiftingEuropeanidentities.

x Analyzecontemporarygenderissuesinrelationtodeeplyrootedconstructionsof
genderassociatedwithEuropeantraditions.Cognitivedomain/analysis
o Explainandidentitythehonor/shamecomplexandwhyitwas/isconsidered
important.
o Explainwhathasbeensuggestedaboutthatcomplexinrelationtotherestof
Europe.

x Explain the uibaniuial connection anu the place of the peasantiy in Euiopean
life.Cognitivedomain/comprehension,synthesis,evaluation
o Define"peasant."
o Describethe"slowfoodmovement"andhowitrelatestoEuropeanidentities
andpolitics.
o RelatehowpeasantsorvillagersinEuropeareconnectedtourbanareas.
o Arguewhetherornot"peasants"existinEuropeanymore.
o Describepatron-clientrelationships.
o Explainhowpatron-clientrelationshipswork.

x DescribetheculturalimpactsofmigrationinEuropeandcross-culturalinteraction.
Cognitivedomain/knowledge,comprehension,evaluation
o DescribetypesofmigrationandtheirimpactonEurope.
o Biscuss Euiopes histoiy with emigiationandimmigration.
o Relatetheexperiencesofimmigrantyouth(orchildrenofimmigrants),
identitiesandtheEuropeanmusicscene.
o DefineguestworkerprogramsintheEuropeancontext.
o Examinehowformercolonialpowerreflectscurrentimmigrationtrends.
o Befine Euiabia anu Islamophobia
o Identifytherealdriversofimmigration,accordingtodeHaas.
o Explain how the iuea of ciisis is useu in ielation to an immigiant pioblem

x Relatethedailylifeandattitudesofpeopletopoliticalandeconomicsystems.
Cognitivedomain/application
o ExaminewhatBenedictAndersonsaysaboutthenationandnationalism.
o Identifythepotentialproblemswithnationalism.
o ExplainwhateventsintheformerYugoslaviaoverthepast20years,Bosnia
inparticular,tellusabouthowethnicityismanipulatedfornationalist
politicalagendas.
o Summaiize the coie of Kiauses ciitique of Italys ciisis of biiths
o Summaiize the assumptions at the ioot of the uiscouise of panic ovei
immigrationtoEuropefromAfrica.
o Explaininventedtraditions.
o IllustratehowtheEUcreatesasharedideaofEurope.

o ExaminetheimpactoftheEurozoneeconomiccrisisonidentitypoliticsand
Europeans'perceptionsofeachother.
o ExaminehowEuropeansareinfluencedbyandhaverespondedtothefallof
theBerlinWall,thedissolutionoftheSovietUnionandthecreationsofthe
EuropeanUnion.
o DescribehowproductsandslogansfrombothEastandWestbecomeusedin
apopularculturesettingtoplaywithidentitiesandmemoriesofthepast.
o Explain how vaiious Euiopeans see themselves in the new Euiope
o ExplainwhatEastofBucharestsuggestaboutpeople'srelationshipwiththe
pastinformerSovietBlockcountriesingeneral.
o IdentifycurrentanxietiesregardingtheEurozoneandwhattheymaysuggest
aboutshiftingEuropeanidentities.

Expanded Performance Matrix

TerminalObjective

BaccalaureateCoreWesternCultureslearningoutcome:AnalyzeaspectsofWestern
cultureinrelationtobroadercultural,scientific,orsocialprocesses.

Relatedcoursespecificoutcome
7
:Differentiatebetweentheregions,peoplesand
languagesofEurope.

7
Enabling objectives are aligned with instructor determined course specific terminal objectives, which are in turn
associated with one or more of the three, broad Baccalaureate Core Western Cultures learning outcomes set by
the university.

Enabling
Objective
Fact,concept,
principle,rule,
procedure,
interpersonal,or
attitude?
Recallor
Application?
Strategy Activity
Identifythe
boundariesof
Europeas
understoodin
geographic,geo-
politicaland
cultural
contexts.
(Module1)
8

Fact
Concept
9

Application Recall
Practice(mapquiz
games)
Integration
Organization
Elaborate
Attitude
10

1. Playmapquiz
games.
2. ReadSocietyforthe
Anthropologyof
Europedebateon
whatconstitutes
Europe.
3. Participatein
discussionforum
onthequestionof
what is Euiope
4. Assessmentwill
includeamapquiz
aswellasmultiple
choicequestionson
atestconcerning
the contioveisies
aboutdefining
Europe.

8
Course specific outcomes may have enabling objectives that span multiple modules. Most of the enabling
objectives associated with this particular course specific learning objective are intended to be covered in
module/week 3 of the course.
9
While part of the identification of Europe consists of facts concerning countries on a map, the nature of the
ined and recognized, as well as
consider some un-agreed-upon conceptualizations of Europe in the scholarship.
10
This objective compels most students to rethink their preconceived ideas of what constitutes Europe, as well as
apply their new knowledge.
Generalizewhat
demographic
data(population
distribution,
aging,etc.)says
aboutthe
European
culturalarea.
(Module3)
Fact
Concept
Principle
11

Application Recall
Integration
Organization
Elaborate

1. Watchpopulation
demographics
presentation.
2. Useapproved
datasetstoanswer
demographic
questionsabout
assignedcountries.
3. Shareanddiscuss
founddatainaclass
wiki.
4. Assessment,in
additiontothewiki
assignment,will
includemultiple
choiceand
true/falsequestions
ontests.
Identifythe
majorethnic
groupsofEurope
andtheethnic
minoritiesof
Europe.
(Module3)
Fact
Concept
Application Recall
Integration
Organization
Elaboration

1. Watchpresentation
onethnicgroupsin
Europe.
2. Using
eurominority.eu,
findtheminorities
listedineachof
assignedcountries,
andcategorizeby
type(national,
transnational,
indigenousor
immigrant)postto
classwiki.
3. Assessment,in
additiontothewiki
assignment,will
includemultiple
choiceand
true/falsequestions
ontests.

11
The objective requires students to eventually make correlations between demographic realities and socio-
political issues.
Explainwhythe
Councilof
Europe
considers
linguistic
diversity
important.
(Module3)
Concept Application Integration
Organization
Elaboration

1. Explorethe
EuropeanDayof
Languagessiteand
Euiopeans anu
theii languages
document.
2. Takelanguagequiz
onEuropeanDayof
Languagessite.
3. Participatein
discussionforum.
4. Assessmentwill
consistofmultiple
choice/truefalse
questionsontests.
Explainthe
importanceof
languageto
culturalidentity.
(Module3)
Concept Application Integration
Organization
Elaboration

1. SkimEuiopeans
anu theii languages
document.
2. Reau Sallabanks It
wont be the
GuernseyFrenchwe
know anu
Coinelisses Is
Butch uying out
3. Participatein
discussionforum.
4. Applyto
ethnographic
summaryreport,if
applicable.
5. Assessmentwill
consistofmultiple
choice/truefalse
questionsontests,
aswellas
potentially
applicabletofinal
essay.

INSTRUCTIONAL MODULE TEMPLATE MODULE/WEEK 3

Materials Need
Demographics:
x Europeandemographicspresentation/backgroundnotes(requiredviewing/reading)
x CIAWorldFacbook:https://www.cia.gov/library/publications/the-world-factbook/
(researchassignmentresource)
x UnitedNationsStatisticsDivision:http://unstats.un.org/unsd/default.htm(research
assignmentresource)
x EuropeanCommissionDemographicAnalysis:
http://ec.europa.eu/social/main.jsp?catId=502&langId=en(researchassignment
resource)
x EuropeanDemographicDataSheet:http://www.oeaw.ac.at/vid/datasheet/(research
assignmentresource)
x PopulationEurope:http://www.population-europe.eu/(researchassignment
resource)

Ethnicity:
x EthnicgroupsofEuropepresentation/backgroundnotes(requiredviewing/reading)
x Eurominority.eu:http://www.eurominority.eu/version/eng/reports-
detail.asp?id_actualite=1565(researchassignmentresource)
x EthnicGroupsofEurope:AnEncyclopedia(researchassignmentresource)

Language:
x Noteonlanguages(requiredreading)
x EuropeanDayofLanguages:
http://edl.ecml.at/Abouttheday/WhyaEuropeanDayofLanguages/tabid/1763/language
/en-GB/Default.aspx(researchassignmentresource)
x EuropeansandtheirLanguages:
http://edl.ecml.at/Abouttheday/WhyaEuropeanDayofLanguages/tabid/1763/language
/en-GB/Default.aspx(researchassignmentresource)
x LanguagesAcrossEurope:
http://www.bbc.co.uk/languages/european_languages/languages/index.shtml
(researchassignmentresource)
x Sallabank }ulia It wont be the ueinsey Fiench we know Iuentity issues anu
language enuangeiment Reauing Woiking Papei in inguistices -209(required
reading)
x Coinelisse Zeljana Is Butch Bying 0ut }ezikoslovlje -491.
(requiredreading)

Content Sequence
x Presentweek3overviewdescribinggeneralthemes,andlistingobjectivesforthe
week,requiredreadings,andactivitiesandassignments.
x Presentrequiredreadingsinreadingsfolder
x Presentbackgroundnotes/presentations.
x Presentassignmentsfortheweek:
o Discussionforum
o Wikiassignmentstudentscreateaclasswikientryforanassignedcountry
containinginformationregardingdemographics,ethnicityandspoken
languagesusingtheabovelistedresources(seeMaterialsNeeded,research
assignmentresources).

Pre-Instructional Strategy
Presentoverview,includingabriefreminderofwhatwascoveredinthepreviousmodule
anditsrelationtotheupcomingmaterial.

Presentenablingobjectivesfortheweek.

Content - Module primary assignment

CountryProfileWikiAssignmentANTH312PeoplesoftheWorld,Europe
Due:Friday,Week4,5p.m.
Points:20
WordCount:200-500words

Description
Youwilluseselectdataresourcestoexplorethedemographicmakeupofaparticular
country,theethnicgroupscomposingitspopulation,andthelanguagesanddialectsspoken
there.Aseriesofquestionswillguideyouinthedevelopmentofawikientryonyour
country.

Preparation
Beforecompletingthisassignment,youwillneedtohave:
x Watcheuieau the Euiopean Bemogiaphics piesentation
x Watcheuieau the Ethnic uioups of Euiope piesentation
x Reau Note on Languages
x Reau the iequiieu aiticles in the weeks ieauings foluei Sallabank anu Coinelisse

Objectives
x Locateinformationrelatedtoacountry'sdemographics,ethnicgroupsand
languages.
x Identifydemographictrendsthathelpshapetheissuesrelevanttoacountry.
x Describethedemographic,ethnicandlinguisticdiversityand/orhomogeneityofa
country.
x Employdatasetsandtoolscommonlyusedbyscholarstodevelopaprofileofa
country.

Instructions
1. Atthebeginningoftheterm,youwillbeassignedacountrytoworkonforthisproject.
You will finu that countiy assignment in Ny uioups unuei the main couise menu bai
onthelefthandsideoftheBlackboardscreen.

2. Usethefollowingsitesandresourcestobuildaportraitofyourcountry:
Demographics
x CIAWorldFacbook:https://www.cia.gov/library/publications/the-world-
factbook/
x UnitedNationsStatisticsDivision:http://unstats.un.org/unsd/default.htm
x EuropeanCommissionDemographicAnalysis:
http://ec.europa.eu/social/main.jsp?catId=502&langId=en
x EuropeanDemographicDataSheet:http://www.oeaw.ac.at/vid/datasheet/
x PopulationEurope:http://www.population-europe.eu/

Ethnicity
x Eurominority.eu:http://www.eurominority.eu/version/eng/reports-
detail.asp?id_actualite=1565
x EthnicGroupsofEurope:AnEncyclopedia(availableinelectronicformatfromthe
OSULibrary)

Language
x EuropeanDayofLanguages:
http://edl.ecml.at/Abouttheday/WhyaEuropeanDayofLanguages/tabid/1763/lang
uage/en-GB/Default.aspx
x EuropeansandtheirLanguages:
http://edl.ecml.at/Abouttheday/WhyaEuropeanDayofLanguages/tabid/1763/lang
uage/en-GB/Default.aspx
x LanguagesAcrossEurope:
http://www.bbc.co.uk/languages/european_languages/languages/index.shtml

3. Constructawikipageforyourcountry(seeCountryProfilewikionthecoursesite)
providingwhatyoufeelisimportantdemographicinformation,alistandbrief
descriptionoftheethnicgroupsofthecountryandalistoflanguagecommunitiesand
discussionoflinguisticdiversity.

Youshouldstartyourentrywithbasicdemographicdata:totalpopulation,population
density(howmanypeoplepersquarekilometer),andagestructure(howmanypeople
inparticularagegroups).

4. Besuretocitethedatasourcesusedinyourwikientry.Youmightconsultthe
WikipediapageontheDemographicsofEuropeasanexampleofhowtositesourcesin
awiki:http://en.wikipedia.org/wiki/Demographics_of_Europe.However,dorefrain
fromusingWikipediaasasourceforthedevelopmentofyourcountryprofile.Iwantto
seetheaboveresources(seestep2)usedandcited,notWikipedia.Youmayfindother
datasourcesthathelpyouwiththisproject,buttheoneslistedaboveshouldbe
sufficienttoadequatecompletion.

SpecificGuidelines
Demographics
1. Beyondtheinitialbasics(totalpopulation,overallpopulationdensityandage
structure)selectotherdemographicdatathatyoufeelarerelevanttounderstanding
thecountry.Thesemightincludegrowthordeclinerate,birthrate,lifeexpectancy,
infantmortality,marriagerate,divorcerate,netmigrationrate,outmigration
(emigration),inmigration(immigration),populationdensitiesinparticularregionsof
thecountry,gender,genderandage,orotherinformationthatyouhaveuncovered
usingthedemographicdatasources.Includeanexplanationofwhytheparticular
uemogiaphic numbeis youve focuseu on aie impoitant to unueistanuing that countiy

Importantnote:demographicsarethestatisticsofapopulation.Demographicdataare
notthesameaseconomicdata(thenumbersrelatedtothewealthofacountry,suchas
GDPoreconomicgrowth).However,youmayincludeinformationregardingincome
perperson,povertyandeconomicinequalityinyourdemographicprofileifyoufeelitis
ielevant to unueistanuing the countiy anu it piobably is

Ethnicity
2. Listandbrieflydescribetheethnicgroupsthatmakeupthepopulationofyourcountry.
Dividethemintomajorethnicgroupsandminoritypopulations,providingdemographic
informationaboutthosepopulations(e.g.whatpercentageofthetotalpopulation).

3. Amongminoritycommunitiesofthecountry,distinguishbetweennationalminorities,
transnationalminoiities inuigenous minoiities anu immigiant minoiities see Ethnic
uioups of Euiope piesentation foi an explanation of those categoiies

Languages
4. Listthelanguagesspokeninyourcountryandcategorizethembylanguagefamily(e.g.
Germanic,Romance,Slavic).Dividethembymajority/minoritylinguisticscommunities,
providingdemographicinformationaboutthosecommunities(e.g.whatpercentageof
thetotalpopulation).

5. Explaintheconnectionbetweenlinguisticscommunitiesandethnicgroupsarethere
ethnicgroupsthatspeakaparticularlanguageordialect,linguisticchangeshappening
inparticularethniccommunities,languagerevitalizationeffortsassociatedwithethnic
iuentity

6. Describethelinguisticclimateofthecountry.Youmightwanttoaddressthefollowing:
o Whatpercentageofthepopulationinmultilingual?
o Atwhatagedochildrenstartlearningasecondlanguageinschoolandwhatisthe
mostcommonone?
o Aretheregroupspushingforlinguisticmonism(againstlinguisticpluralism,
auvocating foi a homogenous national language
o Isthereanationallanguage?
o Aretheremultiplenationallanguages?

EVALUATION PLAN
12

Purpose of the Evaluation

ThepurposeoftheevaluationistoassesstheefficacyoftheCountryProfilewiki
assignment in helping stuuents meet the enabling objectives of ANTB s Nouule Time
requirementsforcompletion,clarityofinstructionandchallengelevelwillalsobe
evaluated.

Audience
InstructorandInstructionalDesigners.

Issues
x Giventheinstructions,arestudentsabletolocatedatafromgiveninformation
sourcesandconstructacountryprofilewikientry?
x Dostudentshaveadequatetimeforcompletionoftheproject?
x DoestheassignmenthelpstudentsdevelopabetterunderstandingoftheEuropean
culturalareainrelationtodemographics,ethnicityandlanguage?
x Dostudentsfindtheassignmentusefulandenlightening?
x Dostudentsfindtheassignmentparticularlychallengingoreasy?
x Dothestudentsenjoytheassignment?

Resources Needed
Instructor
InstructionalDesigner
Learners
Surveytool
Coursedescription
Coursewiki

Evidence
Thecompletionoftheassignmentwillprovidesubstantialfeedbackonhowwellthe
instructionsandpurposeofitareunderstood,aswellastheeasewithwhichitis
completed.

12
BecauseofthelargescaleoftheoverallANTH312revisionproject,onlytheevaluationplanfor
theprimaryassignmentassociatedwithWeek/Module3isincludedinthisportion/stageofthe
CourseDesignDocument.
Afollow-upsurveyafterapilotrunwillprovidespecificinformationregardingthetimeit
takestocomplete,howaccessibletheresourcesare,studentattitudetowardthe
assignmentandperceivedapplicabilitytowardmeetingthe weeks enabling objectives anu
aligningcourseobjectives.

Type of Formative Evaluation

Evaluationincludesdecision-orientedelementsassessingcompletiontimeandclarityof
instruction,objective-basedelementsassessinghowwelltheassignmenthelpstomeet
enablingandterminalobjectives,andaconstructivist-orientedelementembodiedinafield
trialwithconcomitantstudentsurvey.

Implementation Time-line
AfieldtrialoftheassignmentwillberunduringWinterTerm,2014.Studentswillhavethe
optionofdoingthisassignmentandparticipatingafeedbacksurveyaftercompletionin
placeofparticipationintwodiscussionboardsoftheirchoosing.

REFERENCES

Keller,J.M.(2010).MotivationalDesignforLearningandPerformance:TheARCS
ModelApproach.NewYork:Springer.

FORMATIVE RESOURCES

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TheInternationalReviewofResearchinOpenandDistanceLearning,12(3).Retrieved
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Behaviorism,Cognitivism,Constructivism&Connectivism.(2011).InCI484
LearningTechnologies.Retrievedfromhttp://ci484-learning-
technologies.wikispaces.com/Behaviorism%2C+Cognitivism%2C+Constructivism+
%26+Connectivism.

Bloom,B.S.,Englehart,M.D.,Furst,E.J.,Hill,W.H.,&Krathwohl,D.R.(1956).A
TaxonomyoftheEducationalObjectives:HandbookI.TheCognitiveDomain.New
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Collins,A.,&Stevens,A.L.(1983).Acognitivetheoryininquiryteaching.InC.M.
Reigeluth(Ed.)Instructional-DesignTheoriesandModels:AnOverviewofTheir
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Driscoll,M.(2000).PsychologyofLearningforInstruction.NeedhamHeights,MA:
Allyn&Bacon.

English,R.E.andReigeluth,C.M.(1996).Formativeevaluationresearchon
sequencinginstructionwithelaborationtheory.EducationalTechnologyand
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Gagn,R.M.(1965).TheConditionsofLearning.NewYork:Holt,Rinehartand
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Keller,J.M.(2013).ARCSModel.comRetreivedfromhttp://www.arcsmodel.com/

Knowles,M.,Holton,E.F.,&Swanson,R.A.(2005).TheAdultLearner:TheDefinitive
ClassicinAdultEducationandHumanResourceDevelopment.(6
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Lave,J.,&Wenger,E.(1991).Situatedlearning:Legitimateperipheralparticipation.
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LearningTheories.(n.d.).InVCCSLitonline.Retrievedfrom
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Marzano,R.(1991).FosteringThinkingacrosstheCurriculumthroughKnowledge
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