Creating a Collaborative Syllabus Using Moodle

Click here to receive your FREE subscription to Campus Technology

Home > Creating a Collaborative Syllabus Using Moodle

Tutorial

Creating a Collaborative Syllabus Using Moodle

2/27/2008

By Emmett Dulaney

In an effort to better understand how to change the direction of this course the next time it is offered, your help is needed in completing this survey. There are 20 questions and your answers will not be visible to any user but you. Please spend a few minutes completing this survey prior to December 4th.

The students were also verbally told that the purpose of the survey was to be the first step in the creation of the syllabus for the upcoming eCommerce course; this served as an additional incentive for those students signed up for that course to complete this. Of the 22 students enrolled in eBusiness, 12 completed the survey.

ATTLS maps the difference between connected learning and separate learning, and the following shows the summary of these based upon the twelve responses to the 20 questions.

The actual list of questions, and mean/median/mode for each, are as follows:

Question	Mean	Median	Mode
1. When I encounter people whose opinions seem alien to me, I make a deliberate effort to 'extend' myself into that person, to try to see how they could have those opinions	4	4	4
2. I can obtain insight into opinions that differ from mine through empathy.	4	4	4
3. I tend to put myself in other people's shoes when discussing controversial issues, to see why they think the way they do.	4	4	4
4. I'm more likely to try to understand someone else's opinion than to try to evaluate it.	4	4	4
5. I try to think with people instead of against them.	4	4	4
6. I feel that the best way for me to achieve my own identity is to interact with a variety of other people.	4	4	5
7. I am always interested in knowing why people say and believe the things they do.	4	4	4
8. I enjoy hearing the opinions of people who come from backgrounds different to mine - it helps me to understand how the same things can be seen in such different ways.	4	4	5
9. The most important part of my education has been learning to understand people who are very different to me.	3	4	4
10. I like to understand where other people are 'coming from', what experiences have led them to feel the way they do.	4	4	4
11. I like playing devil's advocate - arguing the opposite of what someone is saying.	3	3	3
12. It's important for me to remain as objective as possible when I analyze something.	3	3	4
13. In evaluating what someone says, I focus on the quality of their argument, not on the person who's presenting it.	3	4	4
14. I find that I can strengthen my own position through arguing with someone who disagrees with me.	4	4	5
15. One could call my way of analyzing things 'putting them on trial' because I am careful to consider all the evidence.	4	4	4
16. I often find myself arguing with the authors of books that I read, trying to logically figure out why they're wrong.	3	2	2
17. I have certain criteria I use in evaluating arguments.	3	3	3
18. I try to point out weaknesses in other people's thinking to help them clarify their arguments.	3	4	4
19. I value the use of logic and reason over the incorporation of my own concerns when solving problems.	3	3	3
20. I spend time figuring out what's 'wrong' with things. For example, I'll look for something in a literary interpretation that isn't argued well enough.	3	3	4