Tag Archives: MSU

Breaking Out of the Echo Chamber

This week I reflected on different networked affinity spaces I use to connect with people, learn new skills and ideas, and inform my thinking. As Gee (2013) asserts in The Anti-Education Era, people might actually be better suited to thinking with others and through the assistance of varied tools instead of thinking alone.

Using social networks and different online communities, I strive to participate in a range of networks to broaden my perspectives, participate in and contribute to communities, and build relationships with others (Jenkins, 2011). In fact, some of my networks, like Twitter, have gotten so large (i.e., following 3,500+ accounts) that I often only catch snippets from certain people or groups. To ensure that I stay up-to-date with my closest affinity groups, I create lists and specific hashtag streams in Hootsuite (e.g., #dtk12chat and #makered) but this means I see more of those discussions and less of other ones.

This is part of a larger concern that Pariser (2011) and Gee (2013) warn about in their work. Due to the flexible, personalized nature of technology and networks today, it is easy to consciously and unconsciously create an information bubble that echos the same ideas and perspectives back at you. Byrne (2016) wrote a great post recently discussing the dangers of these “echo chambers” and the power of social media, in particular, toreinforce your existing point of view in order to give you more of what you like” creating filtered information bubbles.

With the concerns of an echo chamber on my mind, I tried finding new sources of information to add to my “information diet” this week to broaden the bubble I have created on Twitter. At first, I searched for accounts that might push my thinking around issues of testing and standards, school choice, and innovation. It was hard finding accounts that focused on one selective area and I realized a hashtag search might be a better way to broaden my perspectives. I chose three hashtags, #edpolitics, #educolor, and #unschooling and created a new tab with individual streams for them in Hootsuite. My hope was that these streams would bring to the forefront ideas and discussions that I might often miss in my Twitter network because while I follow people who discuss each of them, it is easy for them to get lost in my filtered bubble.

hootsuite streams

Following these streams for the past week helped push discussions and resources related to racism, testing, education funding, and unschooling to the forefront of my Twitter feeds. For example, I read tweets from accounts like Alanis Morissette supporting unschooling and Education Week discussing ESSA. I was excited to see a breakdown comparing unschooling and schooling, find a new resource on game design, and read about new education bills and the new Secretary of Education nomination. I was also concerned to read articles such as this one discussing teaching practices at Success Academy Charter schools, which came up in different ways on both my #edpolitics and #educolor streams (see image). There are clearly difficult discussions that need to be happening around these topics and I can only participate if I actively ensure they are not filtered from my feed.
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I appreciated the opportunity to examine the information I take in each day more closely and take some control over the algorithms (which are about to increase on Twitter) that might be limiting which articles I am exposed to through my networks (Pariser, 2011). I hope to continue this practice of singling out specific hashtags, which are not part of my daily stream, to continue broadening my bubble on a more regular basis.

References

Byrne, D. (2016). The echo chamber. [Blog post]. Retrieved on February 11, 2016 from http://davidbyrne.com/the-echo-chamber

Gee, J. P. (2013). The anti-education era: Creating smarter students through digital learning. New York, NY: Palgrave Macmillan

Jenkins, H.  (2011, August 4).  Media Scholar Henry Jenkins on Participatory Culture and Civic Engagement.  Retrieved on February 8, 2016 from https://www.youtube.com/watch?v=ZgZ4ph3dSmY&feature=youtu.be  

Pariser, E.  (2011, March).  Beware online “filter bubbles”.  Retrieved on February 8, 2016 from https://www.ted.com/talks/eli_pariser_beware_online_filter_bubbles?language=en  

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Assessing Perspectives on Innovation

Last week, I was challenged to create a survey to send out to my community of practice to help increase my understanding and knowledge of a wicked problem of practice (WPP). WPPs are identified each year in the Horizon Reports and I had chosen to examine the problem of “scaling innovation” that was discussed in 2015. This WPP felt particularly relevant to me because I co-facilitated a session at SXSWedu last year of the same name and my current role involves a lot of work to try and scale innovation slowly in my own school context and beyond via global initiatives.

Luckily, I had support in tackling such a tricky problem. I am working with another educator (an awesome teacher in VA!) for this project, which will culminate with a white paper. We decided that it would be informative to send the same survey to both of our school communities, since we work in very different settings (i.e,. private and public schools), and also to our PLNs. We made this choice because we felt that in order to truly gain a deeper understanding of scaling innovation and how and why it is a WPP, we needed to talk to a larger, more diverse population that could inform us about issues that would affect scaling or growing innovation beyond any one school or geographic area.

We crafted questions that would help us understand the background data of our participants, as well as their interest towards innovation, and the challenges they might be experiencing when trying to scale it or create change. Check out this Google Doc for my analysis of the survey results.

Ultimately, we found that over 90% of participants believe their schools need to innovate and these educators are willing to help make that happen.

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Yet, they still face large challenges, such as time, funding, and culture and there are also large gaps between what educators are aware of in terms of innovative practice and what they have (and possibly are able) to implement, possibly due to constraints they named in the survey.

This suggests that scaling innovation truly is a wicked problem that involves a huge range of variables and has no “right” or “wrong” answer but must be endlessly explored because each effort to scale innovation is unique and novel. Are you working to scale innovation in your school? What ideas have you explored or prototyped?