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Order cheap clomid online, In this episode, Susan and Dan consider ideological amplification and its impact on teaching and learning online.
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Show notes:
Did you know as you shop and search for information, your preferences and habits are stored and then serve up content that it tailored for you. Clomid no prescription, That is an example of ideological amplification. Finding people who think like you is ideological amplification, order clomid c.o.d.. Cheap clomid, It is also a naturally occurring phenomenon for humans. Similar to an echo chamber (which Dan gives a historical review of), Nevada NV Nev. , Buy clomid without prescription, the concept amplification has moved from the political arena to online learning.
Susan introduces a point written by Marc Comtois at http://www.anchorrising.com/barnacles/003309.html, order cheap clomid online. “It is intellectually necessary to venture outside of one's own ideological box to encounter--and confront--ideas that are different.” So how do we then help students sort through and deal with divergent ideas, clomid farmacia a buon mercato. αγοράσετε clomid έκπτωση, Susan also introduces “Ideological Amplification is when a belief within a tribe (niche) becomes the "norm" or "accepted" and often "expected" and is then exponentially amplified among its members.” - Chris Hambly at http://chrishambly.com/content/ideological-amplification
So this is where critical thinking comes in. Dan gives an example from pre-internet days, αγοράσετε clomid. Ohio OH , Susan raises questions about social media and
transparency. Order cheap clomid online, You can find out a lot about your professor these days. Dan is for dissonance, acheter clomid. Kjøpe clomid, Cass Sustein wrote Why Societies Need Dissent. From this, comprare clomid sconto, Iowa IA , Susan draws out the difference between amplification and dampening, to which Dan asks if she introduces competing ideas in her own classes, clomid pharmacy. Buy clomid c.o.d., She admits the students do a better job and gives examples. The two continue to think about examples and reference In Defense of Cheating as a provocative, alternative example of presenting opposing views, order cheap clomid online.
Dan references a New Yorker magazine cartoon about thinking outside the box which leads to the wrap up, clomid online cheap. Køb billige clomid, We’d like to hear from those who are teaching online as to how they avoid amplification in its negative context and what they do when students get emotionally connected to one particular view.
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November 8th, 2008 at 7:13 am
[…] #So.Me Twatic: Susan and Dan picked up on my Ideological Amplification post: http://www.ltgreenroom.org/episodes/67 listen to it. WOW. # […]
November 30th, 2008 at 5:10 am
The concepts of ideological amplification really resonated with me. When I moved from Texas to Illinois I noticed very different information coming in to me during internet searches. I always find it intriguing and a little concerning that my web history is maintained and says so much about me. I teach a class which is augmented by a standard course support system. In response to your question about how I go about diversifying the thinking in work, I have the benefit of seeing students in the classroom once a week. Therefore, I can make some judgments about the personalities and thoughts to mix it up a little. I suppose I good do a little more background analysis to learn this kind of information even in a completely virtual environment. In the face-to-face environment I am very concerned about amplification of my own ideas into students’ heads. I don’t try to inculcate or replicate little versions of me. With well and engaged virtual communities, I suppose the engagement would ward off the amplification and dampening you reference. Of course if all else fails, I set up virtual debates online asking students to select a point of view they are not familiar with. With this year being an election year this was really easy…students who told me they knew a lot about the Democratic platform were challenged to argue Republican stances.
I was also intrigued by the In Defense of Cheating link…if for nothing more than the title. Of course this conjures up Freirian notions of the student/teacher dichotomy. However, the title certainly doesn’t condone cheating; it refutes bad pedagogy that stimulates cheating. So, we punish collaborative work in schools that would normally be rewarded in the work place…perhaps even in the teachers’ lounge or the curriculum committee. The anything to get ahead mentality really deepens this problem.
So, thank you for this blog. I found it to be very rewarding and entertaining to read on this snowy Thanksgiving Day Weekend.
December 22nd, 2008 at 5:30 pm
Sue and Dan seem to have taken on “eating an elephant” with this topic. I’ve been following Don Norman’s work (In defense of cheating) for decades and find that his skill in identifying core issues is invaluable. Having struggled intellectually with the notion of “mastery learning” within the context of a fixed semester length, this is a far reaching problem that seems to have no eager solution in sight. Thanks “Green Room”!