AI News, Online Learning Curriculum for Data Scientists
Online Learning Curriculum for Data Scientists
In this post I propose a learning path for such people to “get into data analysis”. I will assume that the prospective student someone with decent Excel skills, not afraid of a VLOOKUP or a touch of VB, and can throw together decent plots / dashboards using the same Microsoft package, but has little or no knowledge of programming / command line operations.
The courses mentioned below are by no means a “over a weekend” type of engagement – if you are serious about entering the world of data science as a profession, allow yourself at least 3-6 months to complete and study the content of the courses below.
They create opportunities for students to practice and sharpen a number of skills, including the ability to articulate and defend positions, consider different points of view, and enlist and evaluate evidence.
While discussions provide avenues for exploration and discovery, leading a discussion can be anxiety-producing: discussions are, by their nature, unpredictable, and require us as instructors to surrender a certain degree of control over the flow of information.
You might, for example, want students to be able to: When you can clearly envision the purpose of the discussion, it is easier to formulate stimulating questions and an appropriate strategy for facilitating the discussion.
Davis (1993) lists a range of question types, including: These question types can be mapped onto Bloom’s taxonomy of learning objectives, which shows increasing levels of cognitive complexity as students move from fairly simple tasks (such as recall of information) to more complex tasks (such as synthesis, evaluation, or creation.) While you might frame the entire discussion in terms of a Big Question to grapple with, it is a good general strategy to move from relatively simple, convergent questions (i.e., questions with correct answers, such as “According to this treatise, what is Argentina’s historical claim on the Falklands?”
For example, an instructor might move an abstract discussion to a concrete level by asking for examples or illustrations, or move a concrete discussion to a broader level by asking students to generate a generalization or implication.
Asking a number of questions together may also conflate issues you really want to help students distinguish (for example, the author’s thesis versus the kinds of evidence he uses to support it).
Asking yes/no or leading questions: Asking questions with a yes/no answer can be the starting point of a good discussion, but only if there is a follow-up question that calls for explanation or substantiation.
Also, summarize key issues occasionally as you go and refocus student attention if the discussion seems to be getting off track (for example, “How do the issues that have just been raised relate to the question originally posed?”
or “That’s an interesting point, Alexis, and one we will return to later in the course.”) While some lulls in discussion are to be expected (while participants are thinking, for example) the instructor must be alert to signs such as these that a discussion is breaking down (Davis, 1993): If the discussion seems to be flagging, it can help to introduce a new question or alter the task so as to bring a fresh kind of thinking or a different group dynamic to bear.
For example, you might switch from discussing an ethical issue in the abstract to a concrete case study, or shift from large-group discussion to small group or pair-work.
You could, for example, tell students that one of them (they won’t know who in advance) will be asked at the end of every discussion to identify the major issues, concerns and conclusions generated during discussion.
You could also ask students individually to write down what they believe was the most important point, the overall conclusion, and/or a question the discussion raised in their mind (these can be collected and serve as the basis of a follow-up lecture or discussion.) You might also provide students with a set of 2 or 3 “take-home”
For example: “The ability to articulate and defend a position thoughtfully and respectfully will serve you well in the work world when you are arguing for a particular policy solution or course of action.
Beyond explaining the relevance of discussion in general, it is a good idea to point out the relevance of particular discussions vis-à-vis contemporary social issues, your students’
Also, create a climate in which students feel comfortable taking intellectual risks: respond to their comments respectfully, even when you correct or challenge them, and make sure (perhaps by establishing clear behavioral ground rules) that their peers do as well.
It is important to note that assigning preparatory work does not necessarily add significant extra work for the instructor, who can collect student prep assignments, glance over them quickly to assess overall comprehension or to identify questions to address in class, and simply mark them Credit/No Credit.
One way to encourage students to engage in the style of intellectual exchange you desire is to model good discussion techniques in your own behavior, using language that demonstrates, among other things: In the interests of modeling a particular style of intellectual exchange, some instructors invite a colleague to their class and engage in a scholarly discussion or debate for the benefit of their students.On its own, instructor modeling is not likely to affect student behavior, however.
The ground rules you use will depend on your class size and goals, but may include provisions such as these: You can set these ground rules yourself and specify them in your syllabus, or have students help create them.
as well as personality differences influence the ways in which students enter into (or hesitate to enter into) the discussion.If a subset of students seems reluctant to speak up in class, you might consider ways for them to share their ideas and engage with the material in an alternative forum, such as via discussion board or e-mail.
contributions to the attention of the class as a way of acknowledging their perspectives and encouraging further participation (“Felipe made an interesting observation in a post to the discussion board yesterday.
other times it may be necessary to take a domineering student aside after class to discuss changing the behavior.Handling strong emotions and disagreement that arise in a discussion can be a challenge for instructors.
You might also consider asking students to take a minute to write about their reactions to what has been said so they can cool off, focus their thoughts, and consider one another’s perspectives before re-entering the discussion.Also, consider in advance how you will handle sensitive discussion topics.
Also, think about whether the discussion environment in your classroom is sufficiently inclusive of all your students, regardless of race, class, gender, sexual orientation, political persuasion, religion, etc.
For this reason it can be helpful to define what you consider high-quality contributions to discussions and distinguish them from low-quality contributions by using a rubric for discussion that makes your expectations and grading criteria clear.
For example, immediately following the discussion, you might ask students to write briefly about what they learned, how their thinking changed, or how the discussion relates to other course materials.
this can be helpful because instructors facilitating a discussion are busy juggling many things at once (time management, the flow of ideas, group dynamics), and often cannot assess the discussion as a whole.
As a general rule, it is a good idea to set up the classroom so that students can (a) see each other and (b) see progress (e.g., to watch an evolving list of brainstormed ideas take shape, to focus their participation around a central question, to see several synthesizing points written on the board.) Clearly, the configuration of the room itself can limit your options, as can class size.
While there are a lot of issues to consider when planning and leading a discussion, the time you spend up-front thinking through the cognitive, social/emotional, and physical aspects of discussion will pay off later in more lively, productive, and rewarding discussions as well as greater student learning.
The Future of Jobs and Jobs Training
Automation, robotics, algorithms and artificial intelligence (AI) in recent times have shown they can do equal or sometimes even better work than humans who are dermatologists, insurance claims adjusters, lawyers, seismic testers in oil fields, sports journalists and financial reporters, crew members on guided-missile destroyers, hiring managers, psychological testers, retail salespeople, and border patrol agents.
Moreover, there is growing anxiety that technology developments on the near horizon will crush the jobs of the millions who drive cars and trucks, analyze medical tests and data, perform middle management chores, dispense medicine, trade stocks and evaluate markets, fight on battlefields, perform government functions, and even replace those who program software – that is, the creators of algorithms.
A recent study by labor economists found that “one more robot per thousand workers reduces the employment to population ratio by about 0.18-0.34 percentage points and wages by 0.25-0.5 percent.” When Pew Research Center and Elon University’s Imagining the Internet Center asked experts in 2014 whether AI and robotics would create more jobs than they would destroy, the verdict was evenly split: 48% of the respondents envisioned a future where more jobs are lost than created, while 52% said more jobs would be created than lost.
At the same time, recent IT advances offer new and potentially more widely accessible ways to access education.” Jobholders themselves have internalized this insight: A 2016 Pew Research Center survey, “The State of American Jobs,” found that 87% of workers believe it will be essential for them to get training and develop new job skills throughout their work life in order to keep up with changes in the workplace.
Some 1,408 responded to the following question, sharing their expectations about what is likely to evolve by 2026: In the next 10 years, do you think we will see the emergence of new educational and training programs that can successfully train large numbers of workers in the skills they will need to perform the jobs of the future?
Respondents see a new education and training ecosystem emerging in which some job preparation functions are performed by formal educational institutions in fairly traditional classroom settings, some elements are offered online, some are created by for-profit firms, some are free, some exploit augmented and virtual reality elements and gaming sensibilities, and a lot of real-time learning takes place in formats that job seekers pursue on their own.
focus on nurturing unique human skills that artificial intelligence (AI) and machines seem unable to replicate: Many of these experts discussed in their responses the human talents they believe machines and automation may not be able to duplicate, noting that these should be the skills developed and nurtured by education and training programs to prepare people to work successfully alongside AI.
One such comment came from Simon Gottschalk, a professor in the department of sociology at the University of Nevada, Las Vegas: “The skills necessary at the higher echelons will include especially the ability to efficiently network, manage public relations, display intercultural sensitivity, marketing, and generally what author Dan Goleman would call ‘social’ and ‘emotional’ intelligence.
[This also includes] creativity, and just enough critical thinking to move outside the box.” Another example is the response of Fredric Litto, a professor emeritus of communications and longtime distance-learning expert from the University of São Paulo: “We are now in the transitional stage of employers gradually reducing their prejudice in the hiring of those who studied at a distance, and moving in favor of such ‘graduates’ who, in the workplace, demonstrate greater proactiveness, initiative, discipline, collaborativeness – because they studied online.” Other respondents mentioned traits including leadership, design thinking, “human meta communication,” deliberation, conflict resolution, and the capacity to motivate, mobilize and innovate.
So in short, we can train small numbers of individuals (tens of thousands) per year using today’s community colleges and university systems, but probably not more.” Several respondents argued that job training is not a primary concern at a time when accelerating change in market economies is creating massive economic divides that seem likely to leave many people behind.
Most experts seem to have faith that rapid technological development and a rising wariness of coming impacts of the AI/robotics revolution are going to spur the public, private and governmental actions needed for education and training systems to be adapted to deliver more flexible, open, adaptable, resilient, certifiable and useful lifelong learning.
As automation puts increasing numbers of low- and middle-skill workers out of work, these models will also provide for certifications and training needs to function in an increasingly automated service sector.” Michael Wollowski, an associate professor of computer science at the Rose-Hulman Institute of Technology, commented, “We will definitely see a vast increase in educational and training programs.
Our established systems of job training, primarily community colleges and state universities, will continue to play a crucial role, though catastrophically declining public support for these institutions will raise serious challenges.” David Karger, a professor of computer science at MIT, wrote, “Most of what we now call online learning is little more than glorified textbooks, but the future is very promising.
The more likely enhancement will be to take digital enhancements out into the world – again, breaking down the walls of the classroom and school – to inform and enhance experience.” An anonymous respondent echoed the sentiment of quite a few others who do not think it is possible to advance and enhance online education and training much in the next decade, writing, “These programs have a cost, and too few are willing to sacrifice for these programs.” More such arguments are included in later sections of this report.
There will be a greater need for such systems as the needs for new expertise in the workforce [increase] and the capacity of traditional education systems proves that it is not capable of meeting the need in a cost-effective manner.” The president of a technology LLC wrote, “Training, teaching are all going online, partly because of high costs of campus education.” Richard Adler, distinguished fellow at the Institute for the Future, predicted, “AI, voice-response, telepresence VR and gamification techniques will come together to create powerful new learning environments capable of personalizing and accelerating learning across a broad range of fields.” Ray Schroeder, associate vice chancellor for online learning at the University of Illinois, Springfield, commented, “It is projected that those entering the workforce today will pursue four or five different careers (not just jobs) over their lifetime.
They will further fuel the scaling of learning to reach even more massive online classes.” Fredric Litto, an professor emeritus of communications and longtime distance-learning expert from the University of São Paulo, replied, “There is no field of work that cannot be learned, totally or in great part, in well-organized and administered online programs, either in traditional ‘course’ formats, or in self-directed, independent learning opportunities, supplemented, when appropriate, by face-to-face, hands-on, practice situations.” Tawny Schlieski, research director at Intel and president of the Oregon Story Board, explained, “New technologies of human/computer interaction like augmented and virtual reality offer the possibility of entirely new mechanisms of education.
As these tools evolve over the next decade, the academics we work with expect to see radical change in training and workforce development, which will roll into (although probably against a longer timeline) more traditional institutions of higher learning.” Many respondents said real-world, campus-based higher education will continue to thrive during the next decade.
Some say major universities’ core online course content, developed with all of the new-tech bells and whistles, will be marketed globally and adopted as baseline learning in smaller higher education locales, where online elements from major MOOCs can be optimally paired in hybrid learning with in-person mentoring activities.
… Human bodies in close proximity to other human bodies stimulate real compassion, empathy, vulnerability and social-emotional intelligence.Frank Elavsky Uta Russmann, communications/marketing/sales professor at the FHWien University of Applied Sciences in Vienna, Austria, said, “In the future, more and more jobs will require highly sophisticated people whose skills cannot be trained in ‘mass’ online programs.
Traditional four-year and graduate programs will better prepare people for jobs in the future, as such an education gives people a general understanding and knowledge about their field, and here people learn how to approach new things, ask questions and find answers, deal with new situations, etc.
Many people have gained these skills throughout history without any kind of formal schooling, but with the growing emphasis on virtual and digital mediums of production, education and commerce, people will have less and less exposure to other humans in person and other human perspectives.” Isto Huvila, professor at Uppsala University, replied, “The difference between educating to perform and educating to make the future is the difference between vocational [education] and higher (university) education.
But this does not mean that alternative means and paths of learning and accreditation would not be useful as … complementary to the traditional system that has limitations as well.” Dana Klisanin, psychologist/futurist at Evolutionary Guidance Media R&D, wrote, “Educational institutions that succeed will use the tools of social media and game design to grant students’ access to teachers from all over the world and increase their motivation to succeed.
… Online educational programs will influence the credentialing systems of traditional institutions, and online institutions will increasingly offer meet-ups and mingles such that a true hybrid educational approach emerges.” Will training for skills most important in the jobs of the future work well in large-scale settings by 2026?
Functions requiring emotional intelligence, empathy, compassion, and creative judgment and discernment will expand and be increasingly valued in our culture.” Tiffany Shlain, filmmaker and founder of the Webby Awards, wrote, “The skills needed to succeed in today’s world and the future are curiosity, creativity, taking initiative, multi-disciplinary thinking and empathy.
A mindset of persistence and the necessary passion to succeed are also critical.” Louisa Heinrich, founder at Superhuman Limited, commented, “Lateral and system-thinking skills are increasingly critical for success in an ever-changing global landscape, and these will need to be re-prioritised at all levels of education.” An anonymous technologist commented, “Programming and problem solving, learning how to work with artificial intelligence and robotics will become more important, and more and more workers will be replaced by software/hardware-based ‘workers.’ Automation will reduce the need for the current workforce, and the divide between the upper class and the lower class will continue to eat the middle class.” Some who are pessimistic about the future of human work due to advances in capable AI and robotics mocked the current push in the U.S. to train more people in technical skills.
A few people mentioned that young adults need to be taught how to have face-to-face interaction, including one who said they “seem to be sorely lacking in these skills and can only interact with a cellphone or laptop.” Because so many intricacies of the workplace – the human, soft and hard – are learned on the job, respondents said they expect apprenticeships and forms of mentoring will regain value and evolve along with the 21st‑century workplace.
Through evolving technologies (e.g., blockchain), this may provide opportunities for learners to document and frame their own learning pathways.” An instructional designer with 19 years of experience commented, “The pattern I’m seeing is toward individualized learning – almost on the level of tutoring or apprenticeship.
The key to the future will be flexibility and personal motivation to learn and tinker with new things.” As they anticipate the appearance of effective new learning environments and advances in digital accountability systems, many of these experts believe fresh certification programs will be created to attest to workers’ participation in training programs and the mastery of skills.
People with new types of credentialing systems are seen as more qualified than traditional four-year and graduate programs.” Many workplaces place a higher value on real-world work portfolios than they do on a degree or certification, yet their hiring systems – including AI bots programmed to scan resumés – still use the commonly accepted credentials as a basis for interviewing candidates.
software engineering and system administration professional commented, “The reliability of the traditional educational system is already being questioned – in some fields it’s considered common sense that certifications and degrees mean little, and that a portfolio, references, and hands-on interviews are much more important for assessing a candidate’s ability.
I believe that many – not all – areas of instruction should shift to competency-based education in which the outcomes needed are made clear and students are given multiple paths to achieve those outcomes, and they are certified not based on tests and grades but instead on portfolios of their work demonstrating their knowledge.” While the first three themes found among the responses to this canvassing were mostly hopeful about advances in education and training for 21st‑century jobs, a large share of responses from top experts reflect a significant degree of pessimism for various reasons.
Among the other reasons listed by people who do not expect these kinds of transformative advances in job creation and job skill upgrading: Some among the 70% of respondents who are mostly optimistic about the future of training for jobs also echoed one or more of the points above – mentioning these tension points while hoping for the best.
Thomas Claburn, editor-at-large at Information Week, wrote, “I’m skeptical that educational and training programs can keep pace with technology.” Traditional models train people to equate what they do with who they are (i.e., what do you want to be when you grow up) rather than to acquire critical thinking and flexible skills and attitudes that fit a rapidly changing world.Pamela Rutledge Andrew Walls, managing vice president at Gartner, wrote, “Barring a neuroscience advance that enables us to embed knowledge and skills directly into brain tissue and muscle formation, there will be no quantum leap in our ability to ‘up-skill’ people.
Remy Cross, assistant professor of sociology, Webster University, commented, “Lacking a significant breakthrough in machine learning that could lead to further breakthroughs in adaptive responses by a fully online system, it is too hard to adequately instruct large numbers of people in the kinds of soft skills that are anticipated as being in most demand.
… While there have been generational gains in the developments of online communities, a large-scale educational experience (either MOOC or on-demand broadcasts) will not be able to duplicate that.” Stowe Boyd, managing director of Another Voice and a well-known thinker on work futures, discussed the intangibles of preparing humans to partner with AI and bot systems: “While we may see the creation and rollout of new training programs,” he observed, “it’s unclear whether they will be able to retrain those displaced from traditional sorts of work to fit into the workforce of the near future.
And employers may play less of a role, especially as AI- and bot-augmented independent contracting may be the best path for many, rather than ‘a job.’ Homesteading in exurbia may be the answer for many, with ‘forty acres and a bot’ as a political campaign slogan of 2024.” Luis Miron, a distinguished university professor and director of the Institute for Quality and Equity in Education at Loyola University in New Orleans, wrote, “Bluntly speaking, I have little confidence in the educational sector, K-16, having the capacity and vision to offer high-quality online educational programs capable of transforming the training needs of the wider society.
… Successful education models will begin developing ‘mixed methods’ to leverage technology with traditional delivery and rewrite certification processes with practice-relevant standards.” Justin Reich, executive director at the MIT Teaching Systems Lab, observed, “There will continue to be for-profit actors in the sector, and while some may offer choice and opportunity for students, many others will be exploitative, with a great[er] focus on extracting federal grants and burdening students with debt than actually educating students and creating new opportunities.” John Paine, a business analyst, commented, “The competing desires 1) to make educational activity available to all and 2) to monetize the bejeezus out of anything related to the internet will limit the effectiveness of any online learning systems in a more widespread context.” danah boyd, founder of Data &
Whether the traditional programs or new programs will be better at teaching adaptive learning remains to be seen.” Cory Salveson, learning systems and analytics lead at RSM US, responded, “The nature of work today, and in future, is such that if people want to keep increasingly scarce well-paying jobs, they will need to educate themselves in an ongoing manner for their whole lives.” Some of these experts say those who aren’t motivated to continue to learn and grow will be left behind.
So, not only does the self-direction factor pose a problem for teaching at scale, the fact that a high degree of self-direction may be required for successful completion of coursework towards the new workforce means that existing structures of inequality will be replicated in the future if we rely on these large-scale programs.” Among the 30% of respondents who said they did not think things would turn out well in the future were those who said the trajectory of technology will overwhelm labor markets, killing more jobs than it creates.
They foresee a society where AI programs and machines do most of the work and raise questions about people’s sense of identity, the socio-economic divisions that already distress them, their ability to pay for basic needs, their ability to use the growing amount of “leisure time” constructively and the impact of all of this on economic systems.
The current automation is based on ‘general purpose’ technologies – machine learning, Turing complete computers, a universal network architecture that is equally optimized for all applications – and there’s good reason to believe that this will be more disruptive, and create fewer new jobs, than those that came before.” Glenn Ricart, Internet Hall of Fame member and founder and chief technology officer of US Ignite, said, “Up to the present time, automation largely has been replacing physical drudgery and repetitive motion – things that can and should improve the quality of people’s work lives.
How will we cope with a workforce that is simply irrelevant?” The question isn’t how to train people for nonexistent jobs, it’s how to share the wealth in a world where we don’t need most people to work.Nathaniel Borenstein Nathaniel Borenstein, chief scientist at Mimecast, replied, “I challenge the premise of this question [that humans will have to be trained for future jobs].
There is also the massive sociological economic impact of general automation and AI that must be addressed to redistribute wealth and focus life skills at lifelong learning.” Tom Sommerville, agile coach, wrote, “Our greatest economic challenges over the next decade will be climate change and the wholesale loss of most jobs to automation.
There will also be a parallel call for benefits, professional development, and compensation that smooths out the rough patches in this on-demand labor life, but such efforts will lag behind the exploitation of said labor because big business has more resources and big tech moves too fast for human-scale responses of accountability and responsibility.
As a society we need to take advantage of that, and nurture our natural hunger for knowledge and productive work while respecting and encouraging our diversity, a fundamental balancing feature of all nature, human and otherwise.” Jeff Jarvis, professor at the City University of New York Graduate School of Journalism, wrote, “At a roundtable on the future convened by Union Square Ventures a few years ago, I heard this economic goal presented: We need to see the marginal cost of teaching another student fall to zero to see true innovation come to education, allowing change to occur outside the tax-based (and thus safe) confines of public education.
But we will likely see a radical economic disruption in education – using new tools and means to learn and certify learning – and that is the way by which we will manage to train many more people in many new skills.” Cory Doctorow, activist-in-residence at MIT Media Lab and co-owner of Boing Boing (boingboing.net), responded, “There is, for the immediate and medium term, a huge shortage of IT talent, of course – especially security researchers and professionals.
An earlier and more enduring focus on stats and statistical literacy – which can readily be taught using current affairs, for example, analyzing the poll numbers from elections, the claims made by climate change scientists, or even the excellent oral arguments in the Supreme Court Texas abortion law case – would impart skills that transferred well into IT, programming and, especially, security.” Amy Webb, futurist and CEO at the Future Today Institute, commented, “Gill Pratt, a former program manager of the Defense Advanced Research Projects Agency (DARPA), recently warned of a Cambrian Explosion of robotics.
If there are unanticipated external events – environmental disasters, new pandemics and the like – that could devastate a country’s economy and significantly impact its workforce, which might catalyze the development of online learning opportunities.” Mike Roberts, Internet Hall of Fame member and first president and CEO of the Internet Corporation for Assigned Names and Numbers (ICANN), responded, “MOOCs and related efforts are in their infancy, so ‘yes,’ there will [be] considerable expansion as more is learned about what works and what doesn’t work.
And most importantly, we do not mix education with religion – never.’” Anil Dash, entrepreneur, technologist, and advocate @AnilDash, predicted, “These credentials will start to become widespread, but acceptance and quality of the training programs will map to the existing systemic biases that inform current educational and career programs.” Henning Schulzrinne, Internet Hall of Fame member and professor at Columbia University, wrote, “Training programs have had the problem that short-duration generic programs are often not very effective except as a way to incrementally add very specific skills (‘learn how to operate the new industry-specific tool X in a week’) to the existing repertoire.
The MOOC-style programs have shown themselves to be most effective for this ‘delta’ learning for practicing professionals, not turning a high school graduate into somebody who can compete with a college graduate.” Jamais Cascio, distinguished fellow at the Institute for the Future, responded, “We will certainly see attempts to devise training and education to match workers to new jobs, but for the most part they’re likely to fall victim to two related problems.
As learning systems improve, we will soon (if we’re not already) be at a point where adaptive algorithms can learn new jobs faster than humans.” Kate Crawford, a well-known internet researcher studying how people engage with networked technologies, wrote, “We clearly need new educational and training programs to address the deepening precarity of the labor market.
K-12 teachers are constantly pulled from class time with students for professional development or during class are required to take attendance, [complete] grade assessments, fill out grade checks, practice fire drills – all degrading quality teaching time.
Large school systems can’t scale major improvements in current systems without leveraging the tools that society and industry are using to transform their practice.” Barry Chudakov, founder and principal at Sertain Research and StreamFuzion Corp., replied: “One serious drawback to fast-tracking needed educational and training programs: the people who are creating the jobs of the future have so little time to reflect and gain perspective on the people they will need – and how adding these people to their corporate culture changes that culture.
These entrepreneurs are so busy building technology infrastructures, filing patents, testing beta incarnations of ideas and processes – not to mention navigating the thicket of regulations and restrictions that surround many emerging technologies and industries – that they simply don’t have time to look around and see the implications of the changes their companies are creating.
Because all human processes and activities can now be quantified, and there is considerable exploration and technology development in the application of quantification to everything from our sleep patterns and shopping habits to our emotions and online behaviors, many new and important business models are emerging from quantification and the learning algorithms that drive it.
Lastly, we don’t need large-scale training of workers – we need real education (not job-focused) and opportunities for people to pursue diverse pathways for career development and lifelong learning.” Patrick Tucker, technology editor at Defense One and author of “The Naked Future,” observed: “Online education offers the opportunity to gather data on student performance continuously, or telemetrically.
… What telemetric education offers is the opportunity to continuously and constantly evaluate a student to gain a much more comprehensive understanding of ability, retention of information, even how other behaviors and factors such as time of day, other calendar items, nutrition, amount of time on Pokemon Go, influence learning.
That opportunity doesn’t come easily in a crowded classroom – especially not for women or minority students, many of whom feel that if they ask the wrong question or display ignorance, they’ll confirm some unflattering, broadly held perception about their social group.” David Golumbia, associate professor of digital studies at Virginia Commonwealth University, commented, “As an educator, I am completely unconvinced by the current rhetoric that says our educational system is unable to meet the needs of current or future workforces.
On Study Skills and Learning - How to Succeed in Your Studies
Contents: Study Orientation The ABC of Finding Information Reading Techniques Writing Oral Presentations Cooperation Classes and Attendance E-Learning Exam Success Cheating Assesment and Feedback Time Management The Right Study Attitude Free Advice Further Reading When we start our studies, all of us already have different kinds of study skills.
Study success requires clear objectives, motivation, planning, self discipline, self confidence, good study habits and a positive attitude.
It is relevant here to ask if motivation and the ability to make plans and set objectives are inborn traits?
(Ringom 1994.) As a student, you are given an excellent opportunity to develop not just your study skills, but also many other skills useful in life.
Should some topics raise your interest, however, we encourage you to dig deeper, for example by familiarising yourself with the reference literature provided at the end of this guide.
Study orientation can be classified into four basic types (Lonka 1996): SHALLOW ORIENTATION is characterised by learning by memorisation at the expense of understanding.
Students who adopt this orientation have an easier time learning both the detail and the big picture because the topics studied are placed in a meaningful context.
Students with a strong performance based orientation are able to tactically change their orientation from shallow to deep, for example, depending on how teachers reward performance.
Students with this kind of orientation plan their studies well, set timetables and develop successful study strategies.
A deep performance based orientation combined with independence and a positive attitude are traits that lead to study success.
An information literate student will consider that information retrieval and utilisation skills are a fundamental aspect of his or her expertise also after graduation.
They offer students both printed and electronic information sources, and also provide information retrieval training.
There is a mail service between the libraries, which allows students to order materials from other units and check them out from their own unit library.
Haaga-Helia library materials, such as books and magazines, can be browsed through the HH Finna database, from where you can check the location of the material and availability.
The Haaga-Helia libraries offer students access to numerous different kinds of electronic information sources, which can also be accessed remotely via the net.
The electronic collection includes e-zines, e-books, news archives, market research studies, dictionaries, statistical information and more.
Top You may sometimes feel overwhelmed by exam literature or pending projects if you don’t have the right reading and study habits.
Scientific books and articles are written in a professional language specific to the field, and it is therefore important that you become well versed in the terminology and jargon of your field of study.
On the one hand, it is used to assess your learning and, indeed, you are expected to be able to complete various kinds of written assignments with success.
2001.) We strongly recommend that you develop your note taking skills throughout your studies: for example, lists, images and charts are often useful.
If you learn and follow the guidelines given from the start of your studies onwards, there will be no need to backtrack before every assignment to try to figure out what the text should look like.
All reports, seminar papers, instruction manuals, software documentation as well as other assignments are to be written in standard English using the terminology of the field in question.
Such an essay clearly expresses the underlying idea, and also includes detailed reference to sources. Exam answers are often in essay format.
The MEMORANDUM is a summary of the notes of a meeting or similar. As implicit in the name, a memorandum is compiled to support your memory, for example after a meeting or brainstorming session.
In addition, the report can provide information on how to develop operations, be used as a basis for decision making, or, more generally, to provide information on a given topic.
You will have the chance to orally present your written work many times during your studies, providing you with good practice on your presentation skills.
When preparing for an oral presentation, it is good to think about: Remember that most people are nervous when giving presentations even though they might not show this on the outside.
If you find that giving oral presentations is especially hard for you, please discuss the matter with the academic advisor.
Successful cooperation has many prerequisites, for example trust among participants, openness and listening to others, as well as taking into account other group members.
Moreover successful group work requires not only that the group reaches its information objectives, but also that it is successful in its decision making, problem solving, interaction and management.
For example, they allow you to gain a deeper understanding of the course textbooks and the opportunity to engage in group work and discussions with other students.
For example, they present new perspectives and research findings, teach argumentation skills, discuss the topics studied in more detail, as well as tell about their own experiences.
Courses provided wholly over the net usually cover the material studied, various exercises, online discussions as well as guided work individually and/or in groups.
Moodle virtual learning environment is mainly being used in online courses at Haaga-Helia, but also other digital environments are utilized. Students get guidance for these at the start of their studies.
Some systems require a headset with microphone and web camera (not compulsory). If any special software is needed for an online course, notification of this will be given in the course description.
Remember, however, that the courses have their own timetables: start and completion dates, deadlines for assignments, and preset times for online discussions.
Successful completion of online courses requires independence, planning, time management, media literacy, interaction skills, and taking responsibility for one's own learning results.
Top Students are expected to study actively from the start of the course onwards and complete assignments on time in order to ensure that learning takes place throughout the course.
You don’t have to sign up separately for final exams, except the exam is taken on Tenttis as an electronic exam. For retakes follow the guidelines provided (Student's extranet).
Any incomplete work must be handed in no later than one month after the end of a course, unless otherwise agreed upon with the teacher.
If an assignment remains outstanding after this date, you must start the course again from the beginning and all previously completed work is nullified.
A student that is not enrolled as present for the semester/academic year cannot take retakes or hand in incomplete work during the period of non-enrolment.
The school files any written work that is handed in for a six month period after the grade has been given.
The actions taken (for example due to cheating in an exam, the copying of an assignment from another student, plagiarism from a source that is not disclosed, or other offense) might be the nullification of the exam or assignment in question, the issue of a written warning by the president of the school, or a temporary expulsion, which is decided upon by the school’s Board (Act on Polytechnic Studies, Chapter 38).
student who has cheated at a university of applied sciences or has otherwise breached the rules of the university may, depending on the severity of the offence, be issued with a warning or be temporarily expelled from the university, for a maximum of one year.
Indeed, learning to be constructive in evaluation/assessment activities, whether receiving or giving feedback, is something we need to practice throughout our lives.
This is especially important, for example, if you decide to complete an incomplete course at a later date, as it is important to determine what you have previously completed and for whom.
It is generally good to get in touch with your teacher during the teacher consultation hours to discuss your grade, for example if a separate review of grades has not been organised.
Remember that a performance orientation (see above study orientation) involves a systematic and structured approach to achieve set objectives.
By developing your self-assessment skills, you will be able to better plan your studies better, set timetables and develop good study strategies.
In addition, you will become more comfortable with working independently and more easily adopt a deep orientation to the task at hand.
Later, after 1–2 of graduation, Haaga-Helia alumni are approached by a survey where there is an opportunity to evaluate the correspondence between studies and working-life requirements.
Top As a student you have an excellent opportunity to develop your time management skills, and to simply learn to say “no” to a world of requests and invitations.
“The main time management problems encountered by students are leaving things to the last minute and having the feeling that there simply are not enough hours in a day.'
should get more sleep during weekdays, but it is sometimes hard because of all my commitments – work, school, homework, hobbies and social life.
Try this: Set yourself a clear objective, divide the assignments into parts, set a deadline for them, and shut out all interference (yes, you can switch off your mobile, radio, TV and even Internet connection).
And it’s best to reserve one day each week for relaxation: a calm atmosphere, sufficient rest, and no pressing engagements do a world of good.
If, instead of labelling something as “boring” or “difficult”, you decide to adopt a more favourable attitude towards the subject, most likely you will then start to understand it better than you think, with the result that boring transforms into interesting and difficult into challenging.
(Ringom 1994) Top When you participate actively in class you are also preparing for the exam, and also gain valuable tips for project work and other assignments.
- On 24. september 2021
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