Sunday, November 28, 2010
Lifestyles of the Rich and Thomas
Thursday, August 12, 2010
My First Seminar Paper
My paper can be viewed here.
Sunday, August 1, 2010
The iPhone will see you now
Sunday, July 25, 2010
Why does most "educational" software...umm...suck?
As a supplement to my pursuit of graduate and post-graduate degrees, I recently purchased some educational software. While I do indeed have respect for Dr. Wayne and Company, I have to admit that the material left a lot to be desired.
It's not as if they are alone in their failure to meet my expectations. It seems to be axiomatic that much of what passes for e-learning technology is of a substandard quality when it comes to imparting the desired knowledge to the student. This is a nice way of saying that it sucks.
What's sad is that the shortcomings of the material aren't so much related to their content (in fact, in most cases, the content is indeed accurate and comprehensive) as they are to theirpresentation. The fact is that humans are not machines; we do not learn things by having information fed to us the way you might, say, "feed" information to your PC by inserting a USB stick into the front panel. No - it's way more complicated.
A cursory familiarity with cognitive science will inform the reader that the process of learning involves (on the abstract level) forming and refining associations between concepts, and (on the physical level) forming and reinforcing connections - literal, physical, electrical-chemical connections - between neurons and synapses. Most educational software applications, however, consist of large blobs of informational content, followed by a quiz at the end of each large blob (section/lesson) which tests one's memorization of the contents previously presented.
The problem with this methodology is......we retain only about 10 percent of what we read and/or view. However, when the content (that which is read or viewed) is accompanied by, say, an interactive exercise, voluntary repetition, or an illustration which forges an analogy between what is being learned and what is already understood - then this 10 percent figure increases dramatically.
So what do I plan to do differently when I develop my own suite of educational software applications?
- The flow of the learning will be punctuated - at frequent but unpredictable intervals - by "pop quizzes".
- The software will take note of the learner's accuracy in answering questions, and will dynamically alter the learning content accordingly.
- Many quizzes will feature questions that are partially answered. As the learner develops proficiency, the degree to which questions which follow will be answered will decrease - leaving more for the learner to fill in.
- Some exercises will be presented in the form of games.
- Illustrations, which form analogies between the lesson being taught and concepts the learner is already familiar with, will be a predominating feature.
This, of course, is a complex topic. There is more to come after I do some more research.
Thursday, June 28, 2007
The Commoditization of Business Intelligence? Part 1
A co-worker recently explained a previous consulting gig to me, an assignment with a well-known Asian restaurant chain. In an age of increasingly commoditized I.T. (real or perceived) , this prominent eatery's "decision support solution" consisted of storing rolled-up register tapes in a cardboard box in the stock room. These boxes were regularly shipped to corporate headquarters, where analysts would dutifully eyeball the tapes and manually crunch the numbers in a handheld calculator. Sound like a recipe (pun intended) for success to you? Me neither.
On the assignment, my friend developed software which tracked every item sold in the restaurant, saving the data to a centralized OLAP (online analytical processing) database. This afforded corporate analysts a real-time view of revenue and of diners' purchasing patterns. Sitting down with the company executives, my co-worker showed them how to run queries and reports against this ocean of data. A database query which took mere seconds to run revealed that - by a long shot - the most freqently ordered item at each franchise (aggregated across all locations) was........Volcano Sushi? Pad Thai? Mongolian Beef? No, not even close. The top seller by far was an obscure Japanese bottled beer. My friend immediately advised the execs to increase the brew's price 25 cents. They did, and the restaurant chain experienced record profit growth over the following 2 years.
Had they not implemented this technology, this sales detail would have remained lost amidst a bale of register tape, and the company's financial portrait over those subsequent two years likely would not have beeen as favorable.
Business Intelligence (BI), Data Wareousing, Data Marts, OLAP, Data Mining, Decision Support Services.........whatever you want to call it, it's the wave of the future for business informatics. The technology has been around for years, and (if one believes the advertisements and the pronouncements made at vendor-sponsored conferences), everyone who's anyone in corporate America is jumping on the bandwagon. One might even imagine that BI has become a commmodity, in the same way that the the Internet and database technology in general have become.
But the real-life experiences of those of us who work in database/software development reveal a different story. While many high-profile companies do indeed employ BI tools and methodologies to their full potential, countless more - including the majority of the companies that I and my colleagues have worked for - are mired in the dark ages of spreadsheets and ad-hoc queries against production databases.
TO BE CONTINUED IN PART 2.