翻译《使用魔灯创建协同课程》
Creating a Collaborative Syllabus Using Moodle
使用魔灯创建协同课程
2/27/2008
A "collaborative syllabus" is one in which the students have the ability to help determine the specifics of a course. Those specifics can be any element that a professor is willing to be flexible with (such items as the objectives, grading, attendance policies, types of assignments, and so on). The logic behind this tool is that by actively participating in the creation of the syllabus, students are able to signal what they want to learn and how they want to learn it and then (potentially) set the standard by which they will be accountable.
“协同课程”是这么一样事物，在其中，学生有能力帮助确定课程的细节。这些细节可以是教授愿意灵活处理的任何元素（比如目标、评分等级、考勤政策、任务类型诸如此类）。这款工具背后的逻辑是，通过积极参与到课程的创建当中去，学生能够明了自己想要学什么，以及想要如何去学，然后（可能）设定他们能够承担的标准。
An instrument that has been successfully used before, the collaborative syllabus suffered in one crucial area: It required too much class time to create it. Being unfamiliar with the concept, students first had to have it explained to them in one class period. Following that, there would be several sessions where they would discuss their thoughts, vote on what to incorporate/exclude, and edit the existing document. Given the constraints of the typical 15-week semester, every session is dear, and it is difficult to lose one to such a process, let alone three or four.
作为一款之前已经成功使用过的工具，协同课程遭遇一个关键问题：需要太多的课堂时间去建立它。作为一个陌生的概念，首先需要用一节课的时间向学生解释它。接下来，需要安排几次讨论来交流他们的想法，投票决定该增加什么，排除什么，然后编辑已有文档。鉴于一个学期一般一十五周的限制，每次讨论都很珍贵，对这一过程缺少一次讨论都很困难，更不用说缺少三四个。
In pursuit of a better approach that saved class time, we at Anderson University turned to Moodle for an experiment. The more input students could have in the process outside of class, the more class time could be saved for covering the material. Given that, the creation of the collaborative syllabus was then approached in a three-step process. This article details the steps taken, and the results of walking through this process.
为了追求节约课堂时间的更好方法，我们在安德森大学转向一次魔灯实验。在这个过程中学生投入的课外时间越多，节省的处理素材的课堂时间也就越多。有鉴于此，创建协同课程接下来要走三个步骤的过程。本文详细介绍了这三个步骤，以及走过这一过程的结果。
Step 1: Assessment of Students
第一步：学生评估
Traditionally, a large number of students at Anderson University who take the eBusiness course in the fall then take the eCommerce course in the spring (the course for which the collaborative syllabus is being created). With four weeks to go before the end of the fall semester, students in the eBusiness course were asked to access the ATTLS survey in Moodle and answer the questions asked as openly and honestly as possible.传统上，安德森大学大多数学生在秋季选修商务电子化课程，然后在春季选修电子商务课程（该课程的协同课程正在建设中）。在秋季学期结束前四周，商务电子化课程的学生被要求阅读魔灯中的ATTLS调查问卷，并尽可能诚实而公开的回答问题。
The Attitudes Toward Thinking and Learning (ATTLS) survey was developed to identify "connected" and "separate" learning styles (Galotti, 1999). According to the authors of the survey instrument, "Separate knowing ... involves objective, analytical, detached evaluation of an argument or piece of work", while "Connected knowers look for why it makes sense, how it might be right"; they "... look at things from the other's point of view, in the other's own terms, and try first to understand the other's point of view rather than evaluate it." (Galotti)
编制《对思考和学习的态度（ATTLS）》调查问卷，旨在确认“连接式”和“独立”学习模式（贾落啼，1999）。据调查问卷开发者所述：“不同的认知……涉及到对工作的局部或理由作出客观的、分析的、公平的评测”，而“连接式认知者寻求工作可行的原因，以及工作是如何做到正确的”，他们“……以别人的观点看事物，用别人的语言，试图首先理解别人的观点而非去评价它。”（贾落啼）
Moodle includes the ability to administer this instrument utilizing a 20-question, five-point Likert scale as shown below.
魔灯包含的功能利用如下所示二十个问题和五点里克特量表来管理该工具：
Verbally, the students were told that although Moodle records who accesses each element, that information would not be examined, and every survey would be considered anonymous. Within the survey, the information relayed to them prior to starting it was as follows:
学生被口头告知，虽然魔灯可以记录谁访问哪个元素，但这些信息并不会被审核，每项调查都被视为匿名的。在调查中，传达给他们信息之前，信息有如下动作：
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.
在努力更好的理解如何改变该课程下次提供的方向过程中，需要你的帮助完成这次调查。这里有二十个问题，你的回答不会被你以外的其他任何人看到。请在十二月四日前拨冗完成本调查问卷。
学生还被口头告知，调查的目的在于走出为即将到来的电子商务课程创建教学大纲第一步，这将作为对注册该课程并完成调查问卷的学生的额外奖励。二十二名注册商务电子化的学生中，有十二名完成了这份调查。
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.
ATTLS绘制出连接式学习和独立学习之间的区别，下图展示出基于这事儿名学生对着二十个问题的回复的总结：
The actual list of questions, and mean/median/mode for each, are as follows:
实际的问题清单，以及每个问题的平均数/中位数/众数，见下表：
| 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 |
| 问题 | 平均数 | 中位数 | 众数 |
| 1. 当我遇到别人的观点相异于我时，我刻意去努力神入他人，尝试去了解他们怎么会拥有这些观点的。 | 4 | 4 | 4 |
| 2. 通过移情作用，对有异于我的观点我能拥有洞察力。 | 4 | 4 | 4 |
| 3. 在讨论有争议的问题时，我倾向于站在别人的立场考虑问题，看看为什么他们认为要这样做。 | 4 | 4 | 4 |
| 4. 我更有可能去尝试理解某人的观点，而不是去尝试评价它。 | 4 | 4 | 4 |
| 5. 我试图与别人一同思考而非反对他们。 | 4 | 4 | 4 |
| 6. 我觉得实现自我的最好途径是与各色人等互动。 | 4 | 4 | 5 |
| 7. 我总是想知道为什么人们谈论并相信他们所做的事情。 | 4 | 4 | 4 |
| 8. 我喜欢倾听来自不同背景的人的意见，这能帮助我理解为什么相同的事情可以有如此大的认识差别。 | 4 | 4 | 5 |
| 9. 我的教育所学到的最重要的部分，是去理解与我完全不同的人。 | 3 | 4 | 4 |
| 10. 我喜欢去了解其他人的来处，他们的经历会决定他们如何看待他们所做的事情。 | 4 | 4 | 4 |
| 11. 我喜欢扮演魔鬼代言人——反驳别人说的东西。 | 3 | 3 | 3 |
| 12.在我分析事物的时候，尽可能保持客观，这对我很重要。 | 3 | 3 | 4 |
| 13. 在评价某人的言论时，我关注他们论据的质量，而非呈现这些论据的人。 | 3 | 4 | 4 |
| 14. 我发现我可以通过与反对我的人辩论而加强我自己的观点。 | 4 | 4 | 5 |
| 15. 别人可以把我分析事情的方式称为“实验检验法”，因为我很仔细地考虑所有证据。 | 4 | 4 | 4 |
| 16. 我发现自己常常与所读书本的作者争论，试图从逻辑上弄清楚为什么他们错了。 | 3 | 2 | 2 |
| 17. 我在评价论据时有明确的标准。 | 3 | 3 | 3 |
| 18. 我试图指出别人思维中的弱点，以帮助他们阐明论点。 | 3 | 4 | 4 |
| 19. 在解决问题的时候，我重视逻辑和理智的运用，胜过参杂我自己的担忧。 | 3 | 3 | 3 |
| 20. 我花时间搞清楚事物的错误是什么。比如说，我会寻找一些证明不够充分的文学解释。 | 3 | 3 | 4 |
It is possible to break down the results for each question associated with connected learning (CK) and arrive at the following scale:
可以将结果按照与连接式学习相关联的每个问题进行分解，得到如下测量结果：
Similarly, the scale results for separate learning (SK)--based upon the questions asked--are:
同样，对于独立学习的分析结果——同样基于上述问题——是：
Step 2: Acquiring Input
第二步：采集输入
Based upon the learning styles identified by the ATTLS survey, the students enrolled in the eCommerce course were then contacted individually (those currently in eBusiness and those not) and asked to provide specific input about what they hoped to gain from the upcoming course. This was done by means of an e-mail sent to all enrolled students asking them to log into Moodle and answer a few questions.
以上学习风格经由ATTLS调查确定之后，注册电子商务课程的学生得到个别通知（那些正在学习商务电子化的学生没有得到通知），并被要求提供有关他们希望从这门即将到来的课程中获得什么样的收益的具体想法。这是通过发送一份电子邮件给所有注册学生，要求他们登录魔灯并回答几个问题。
Moodle includes a great tool (known as an activity) for asking a single question with limited answers in Choice. Unfortunately, Choice was much too limited for this undertaking. Instead, a Quiz titled Pre-Course Survey was created. The disadvantage to using a Quiz for this endeavor was that it wants to give a grade, and this had to be explained in the e-mail the students received:
魔灯包含一款很好的工具（被称为活动），问一个问题，给出几个有限的答案供选择。不幸的是，可供回答的选择太过有限。事实上，已经创建了一份成为课前调查的小测验。用小测验完成这项工作的缺点在于它会给出评分，这一点将在学生收到的邮件中做出解释：
Greetings!
您好！
The reason you are receiving this e-mail is that you are currently enrolled in the eCommerce (BSNS 4400) course this coming spring semester. It is that time of year when I must start putting together a syllabus, and I would like to shake things up a bit from what has been done in the past (my babbling bores even me after a few years of the topic). Before making changes, though, I think the most important thing to do is find out what you are expecting and want - what would be most beneficial to you.
您收到这封信是因为你刚刚注册了电子商务（BSNS 4400）这门即将在春季开设的课程。每年这个时候我都必须组建教学大纲，我想稍微改变一下过去定下来的东西（过上几年这个课题的内容都过时了）。不过，在做出改变之前，我认为最重要的事情是找出你们最期待最希望的是什么——这将对你们最有利。
To order to simplify things, I've created a stub for the course in Moodle and added a quiz - it is not really a quiz but Moodle lacks a decent survey module. Between now and December 5th, I would like you to do the following:
为了简化事情，我在魔灯为这门课程创建了一份原型，添加了一份小测试——这并不是一份真的小测试，但是魔灯缺乏像样的调查问卷模块。从今天到十二月五日，我希望你完成以下事情：
- Access Moodle
- 访问魔灯
- Pick this course - BSNS 4400 - from the list of available courses.
- 从选课清单中选择这门课程——BSNS 4400
- Pick the Pre-Course Survey (it is the only thing listed) and answer the five questions. Because I am using a quiz module to give a survey, you may get a message saying that you didn't get all the points, etc. Just ignore that. This is not being done for points - it is being done solely for your collaboration in helping create a more meaningful syllabus.
- 选择课前调查（它是唯一列出来的东西）并回答五个问题。因为我使用了小测验模块制作调查问卷，你可能会收到一条消息说你没有选择所有答案诸如此类。忽略它就是了。不需要为题目而做题，做题的唯一目的是为了在你的帮助下创建一份更有意义的教学大纲。
Your help and participation (before December 5th) is appreciated, and I look forward to seeing you in class in January.感谢你（在十二月五日之前）的帮助和参与，期待着一月份在课堂上能见到你。
Five questions were asked:
1. 这门课可以只有一次考试，也可以有四次。如果只有一次，就会是期末考试，考试成绩就是学习成绩。如果有两次考试，就是一次期中一次期末，学习成绩为两次考试成绩取平均。三四次考试以此类推。你希望这门课程有多少次考试？
This was a single answer, multiple-choice, question with four choices (one, two, three, and four).
这是一道单选题，有四个选项（一、二、三、四）。
2. 打分评级的时候，请优先考虑以下项目在课程中所占权重：
这是一道匹配题。选项有：考试、测验、报告演讲、项目体验、参与/分享、出勤。匹配的范围介于“最重”到“最轻”。
3. 就课堂活动时间的百分比而言，请将以下项目排序：
这也是一道匹配题。选项有：教师讲授、项目活动（团队和个人）、媒体展示（在班级展示视频等），开放式班级讨论、取代课堂的在线活动。匹配范围的可能性从“应该比其他活动投入更多时间”到“这只是一个最起码的公共活动”。
4. What are three things that you want to learn as a result of taking this class?
4. 你学这门课最想学到的三样事情是什么？
这是一道简答题。
5. The grading scale is open, and a number of schools use different scales. Which of the following should constitute an "A" (we can then work backward from there to fill out the rest of the grading scale)?
5. 定级标准是开放的，很多学校用的标准各不相同。下面哪一项应该得“优”（接下来我们可以倒推出定级标准的剩余部分）？
This was a single answer, multiple-choice, question with four choices (95-100%, 93-100%, 90-100%, 88-100%).After the students took the quiz, and it closed, the next step was to exam the Results, and particularly the Item Analysis. In this case, it showed the following results:
- By an overwhelming margin, students preferred three exams.
- 占据绝对优势，学生倾向于三次考试。
- The preferred priority was: Exams, Participation, Projects, Presentations, Quizzes, and Attendance.
- 学生喜欢的优先顺序是：考试、参与和分享、项目活动、报告演讲、小测验、出勤。
- The results on the percentage question were too diverse to be meaningful. This left me with using the results from the second question as a proxy during this phase.
- 这道百分比题目的结果在意义上有太多不同。这让我在这一阶段用第二题的结果作为替代。
- Answers ranged from "I honestly have no idea what I want from this class" to specific issues involving Web site creation, moving from brick and mortar to eCommerce, and so on.
- 答案形形色色，从“老实说我不知道我想从这门课学到什么”到创建网站、如何从实体转向电子商务等具体问题，等等。
- By a slim margin, students preferred the 93-100% range for an "A", and this could be attributable to it being the standard scale used at this university.
- 依靠微弱优势，学生倾向于将93-100%定为“优”，这可能是因为这是这所大学所用的通用定级标准。
Step 3: Fine Tuning
第三步：微调
Given the student responses, the syllabus for the course was created. Before the fall semester ended, the syllabus for this spring course was posted online for the students to see. Not all that shockingly, many students chose not to access it before leaving for break.
根据学生的反馈，建立起了这门课程的教学大纲。在秋季学期结束之前，这门春季课程的教学大纲被张贴上线，供学生观看。不是所有人感到惊讶，许多学生在放假前并没有看。
The week that classes were scheduled to begin, the syllabus was sent as an attachment to the enrolled students with the following message:
课程计划开始的这一周，教学大纲作为附件跟随以下信息发给注册学生：
Greetings!
你好！
Attached is the syllabus for the eCommerce course as it now stands. This syllabus was created using the input many of you provided in the survey (through Moodle) at the end of last semester. Please look it over and consider areas that you would like to tweak or fine tune. We will discuss - and finalize - this the first day of class.
附件为电子商务课程所依据的教学大纲。此教学大纲根据上学期末你们当中许多人在（魔灯）调查问卷中所答而创建。请仔细阅读并考虑你想要调整或微调的地方。我们将在上课第一天展开讨论并最终确定下来。
Thank you,
谢谢你，
At the first class session, there were several students who had signed up at the last minute and had not been able to be a part of the development. During that session, the syllabus was reviewed, and an overview of the process used to create it was given. The floor was opened to all students for suggestions, modifications, and other discussion. Surprisingly, all of the discussion was positive, and the students expressed appreciation for being allowed to have a say in the methodology. After only 20 minutes, the discussion ended with the syllabus being left as it was prior to the start of class.
在这门课第一个活动中，有少数学生在最后一刻注册但没能成为课堂的一部分。在此活动中，审查了教学大纲，并对创建教学大纲的过程作了回顾。允许所有学生发言建议、修改以及展开其他讨论。令人惊讶的是，所有讨论都是积极的，学生很欣赏在这种教学方法中允许他们发言。二十分钟后，讨论结束，开始上课之前的教学大纲被保留下来了。
The 20 minutes of class time proved much more bearable than several entire class sessions, and the experiment was deemed a success that will be repeated again in subsequent semesters.
这二十分钟课堂时间所提供的内容远多于几堂课所能提供的，该实验在随后几个学期也取得了成功。
Reference
参考文献
Galotti, K.M. & Clinchy, B.M. (1999). A New Way of Assessing Ways of Knowing: The Attitudes Toward Thinking and Learning Survey (ATTLS). Sex Roles, 40 (9/10), 745-766.
Emmett Dulaney is an assistant professor at Anderson University and the author of several books on technology-related topics. He is a regular contributor to CertCities and can be reached at edulaney@insightbb.com.
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