Message-ID: <634602.1182531752015.JavaMail.joeescobar@joe-escobars-computer.local> Date: Tue, 27 Jun 2006 19:49:51 -0700 (PDT) From: spradok Reply-To: Online.MC_PO3.LCC-Mail@lanecc.edu Subject: Re: Assignment tool question. Mime-Version: 1.0 Content-Type: multipart/mixed; boundary="----=_Part_326_8080692.1182531752014" GWItemID: 44A1296F.LCC-Mail.MC_PO3.100.1346735.1.EF2.1 ------=_Part_326_8080692.1182531752014 Content-Type: text/plain; charset=MacRoman Content-Transfer-Encoding: quoted-printable The list of numbers provided goes to 100, so I thought it might be percent= age. =20 While I have found that many of the information links are helpful, the i li= nk for the grade tool is compeltely useless. Joe, when I read the informat= ion there I almost punched my computer. Not only does it not explain the t= ool, it goes into a diatribe about how women are not usually analytical in = the way they see things. Can we get rid of sexist garbage like that, or i= s it a Moodle wide setting? Thanks. =20 Kathy Here is the text for your convenience: Separate and Connected ways of knowing Mostly Connected Knowing Separate and Connected Mostly Separate Knowing=20 Individual posts can be rated using a scale based on the theory of separate= and connected knowing. This theory may help you to look at human interactions in a new way. It des= cribes two different ways that we can evaluate and learn about the things w= e see and hear. Although each of us may use these two methods in different amounts at diffe= rent times, it may be useful to imagine two people as examples, one who is = a mostly separate knower (Jim) and the other a mostly connected knower (Mar= y).=20 Jim likes to remain as 'objective' as possible without including his feelin= gs and emotions. When in a discussion with other people who may have differ= ent ideas, he likes to defend his own ideas, using logic to find holes in h= is opponent's ideas. He is critical of new ideas unless they are proven fac= ts from reputable sources such as textbooks, respected teachers or his own = direct experience. Jim is a very separate knower. Mary is more sensitive to other people. She is skilled at empathy and tends= to listen and ask questions until she feels she can connect and "understan= d things from their point of view". She learns by trying to share the exper= iences that led to the knowledge she finds in other people. When talking to= others, she avoids confrontation and will often try to help the other pers= on if she can see a way to do so, using logical suggestions. Mary is a very= connected knower. Did you notice in these examples that the separate knower is male and the c= onnected knower is female? Some studies have shown that statistically this = tends to be the case, however individual people can be anywhere in the spec= trum between these two extremes. For a collaborative and effective group of learners it may be best if every= one were able to use BOTH ways of knowing. In a particular situation like an online forum, a single post by a person m= ay exhibit either of these characteristics, or even both. Someone who is ge= nerally very connected may post a very separate-sounding message, and vice = versa. The purpose of rating each post using this scale is to:=20 a) help you think about these issues when reading other posts b) provide feedback to each author on how they are being seen by others=20 The results are not used towards student assessment in any way, they are ju= st to help improve communication and learning.=20 ---------------------------------------------------------------------------= ----- In case you're interested, here are some references to papers by the author= s who originally developed these ideas:=20 Belenky, M.F., Clinchy, B.M., Goldberger, N.R., & Tarule, J.M. (1986).=20 Women's ways of knowing: the development of self, voice, and mind. New York= ,=20 NY: Basic Books. Clinchy, B.M. (1989a). The development of thoughtfulness in college women:= =20 Integrating reason and care. American Behavioural Scientist, 32(6), 647-657= . Clinchy, B.M. (1989b). On critical thinking & connected knowing. Liberal=20 education, 75(5), 14-19. Clinchy, B.M. (1996). Connected and separate knowing; Toward a marriage=20 of two minds. In N.R. Goldberger, Tarule, J.M., Clinchy, B.M. & Belenky, M.F. (Eds.), Knowledge, Difference, and Power; Essays inspired=20 by =89=DB=CFWomen=89=DB=AAs Ways of Knowing=89=DB? (pp. 205-247). New York,= NY:=20 Basic Books. Galotti, K. M., Clinchy, B. M., Ainsworth, K., Lavin, B., & Mansfield,=20 A. F. (1999). A New Way of Assessing Ways of Knowing: The Attitudes Towards= =20 Thinking and Learning Survey (ATTLS). Sex Roles, 40(9/10), 745-766. Galotti, K. M., Reimer, R. L., & Drebus, D. W. (2001). Ways of knowing=20 as learning styles: Learning MAGIC with a partner. Sex Roles, 44(7/8), 419-= 436.=20 =20 >>> Online >>> Those are points, but in your gradebook options, you have the choice of poi= nts, percentages, weighted grades, etc. (Be sure your Advanced Options hav= e been clicked)=20 =20 >>> Katherine Sprado 06/27/06 11:54 am >>>=20 =20 When I enter a number under grade by selecting it from the drop down menu..= .it this a percentage or a point system?=20 =20 >>> Online >>> Those are points, but in your gradebook options, you have the choice of poi= nts, percentages, weighted grades, etc. (Be sure your Advanced Options hav= e been clicked)=20 =20 >>> Katherine Sprado 06/27/06 11:54 am >>>=20 =20 When I enter a number under grade by selecting it from the drop down menu..= .it this a percentage or a point system?=20 =20 ------=_Part_326_8080692.1182531752014--