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may take subjects such as practical English and/or technical English before taking the two English II subjects.
However, if they do so, they have to make up these subjects afterwards, when they need more units in liberal arts
subjects for graduation. This is illustrated by the bi-colored edges.
Figure 7. Subjects of the network core
Figure 8. English-language subjects
In addition, dynamic storyboards need to be more individual and dynamic than general or master-level storyboards
because the composition of a learning plan for academic education depends not only on general regulations (such as
in master dynamic storyboards) but also on individual dynamic facts, as follows:
Individual goals, such as a company to serve, a position to reach, an individual talent to support, an amount of
money to make)
pre-conditions, such as a prerequisites, a required level of success in the preceding semester or in the schoolleaving
examinations before entering university, equipment such as a notebook or car, proficiency in a
particular language, or resources such as money or time to attend the class
talent, such as creativity, analytical skills, leadership skills, or athletic ability
For example at SIE of TDU, there is a system of grade-point average that limits the number of units an individual
student can register in an upcoming semester (see section 2) and, as a result, narrows the individual student’s
storyboard for an upcoming semester.
Thus, in order to take individuality and dynamics into account when composing a high-level dynamic storyboard for
academic education, factors such as career goals, pre-conditions, current or previous semester’s GPA, etc. are
necessary. These factors, which are key attributes or annotations in dynamic storyboards, should be formalized and
associated with both the related episodes and the students.
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