{"id":1121,"date":"2008-01-17T11:14:51","date_gmt":"2008-01-17T16:14:51","guid":{"rendered":"http:\/\/studytools.psych.und.nodak.edu\/wordpress\/?p=1121"},"modified":"2008-01-17T11:16:43","modified_gmt":"2008-01-17T16:16:43","slug":"both-sides-of-the-story-an-example","status":"publish","type":"post","link":"https:\/\/learningaloud.com\/blog\/2008\/01\/17\/both-sides-of-the-story-an-example\/","title":{"rendered":"Both sides of the story – an example"},"content":{"rendered":"

This is follow-up to yesterday’s post<\/a> considering how social networks might more usefully advance general understanding.<\/p>\n

Have you been following the NYTimes debate<\/a> between Rick Cotton and Tim Wu considering copyright in the digital era? I like the debate format (with side reader comments) as one approach that may make productive use of social networks. At least with the debate format you must consider active opposition to arguments. This is better than allowing one group backing one position to explain the arguments of the hypothetical opposition. It is important to consider “both sides of the story” (with a nod to Phil Collins).<\/p>\n

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This is follow-up to yesterday’s post considering how social networks might more usefully advance general understanding. Have you been following the NYTimes debate between Rick Cotton and Tim Wu considering copyright in the digital era? I like the debate format (with side reader comments) as one approach that may make productive use of social networks. … Continue reading Both sides of the story – an example<\/span><\/a><\/p>\n

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