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Cody H

The Argument from Authority - Cody, Jenkins, Max, Cofran - 16 views

reasoning technology education argument tok authority spike in brain eye

started by Cody H on 30 Aug 12
  • Cody H
    #1 Cody H on 30 Aug 12
     
    Argument from Authority group project.
  • Cody H
    #2 Cody H on 30 Aug 12
     
    I think we should include various examples in the video, especially the horrific ones (e.g. the example they used in the reading).
  • Cody H
    #3 Cody H on 30 Aug 12
     
    If the group agrees, I don't want to use the "Cloud". I don't want to deal with reliability issues.
  • Cody H
    #4 Cody H on 30 Aug 12
     
    How should we structure the video? Does anyone have any examples?
  • Max Shelbourne
    #5 Max Shelbourne on 30 Aug 12
     
    We could act out some of the examples in the reading and put them in the video perhaps. And maybe have a narrator or something.
  • mjenkins013
    #6 mjenkins013 on 30 Aug 12
     
    i should do some things that include acting and saying words
  • michael cofraj
    #7 michael cofraj on 30 Aug 12
     
    It's very unclear how we're supposed to go about structuring this video. Mrs. Burvall (or whoever printed this document) had already marked up some points before passing them out -

    "Science focuses on the facts, not the people who unearth them, but that doesn't mean that large groups of people can't agree on something that is totally wrong."

    "... Without all the facts in place, they used psychosurgery because it gave them the results they were looking for."

    "... This sort of turnover in science is common".

    The 'guidelines' do not specify how much content we're required to have, or how this content relates to itself. I suppose we could summarize the article and then explain how these quotes are evidence? I mean, the article is really simple - it simply says that you shouldn't ask someone well versed in Asian history about the best toothbrush for whitening teeth.

    >
  • Max Shelbourne
    #8 Max Shelbourne on 30 Aug 12
     
    We have to have enough content to adequately teach the rest of our fellow student about the chapter that we four have been assigned.
  • Cody H
    #9 Cody H on 30 Aug 12
     
    Basically, there really isn't an official structure, per se. I agree with Cofran, that's why I recommended that we give examples instead of just explaining the concept of "don't be an idiot".
  • Cody H
    #10 Cody H on 30 Aug 12
     
    If the group is in agreement, I can compile our video files into one video and turn it in.
  • Amy Burvall
    #11 Amy Burvall on 31 Aug 12
     
    @Cody - do you mean the horrific example of the Spice Girls getting back...or the lobotomies?
  • Amy Burvall
    #12 Amy Burvall on 31 Aug 12
     
    good points Cofran and Max...at this stage of your academic career it's important that defined in-the-box instructions are tossed out the window (too confining) and you are allowed and expected to determine what YOU feel is imperative if the goal is, as I stated, to teach the class the main concepts in the chapter (thanks Max for clarifying). It's up to you what you feel is relevant but keep in mind that communication is key- you will, like the author, need to provide concrete examples so the audience "gets it". I think it's fine for you to use some or all of McRaney's examples but it would be cool to find or construct examples of your own (as inspiration, see the threaded conversation from "The Peeps" group. You should aim to make the video succinct and relevant to your peers, but professional enough that it could be published globally. I also purposefully did not assign a definite length, as it should be as long as it needs to be (though I think 5-10 min) is adequate.

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