Translate to multiple languages

Subscribe to my Email updates

https://feedburner.google.com/fb/a/mailverify?uri=helgeScherlundelearning
Enjoy what you've read, make sure you subscribe to my Email Updates

Tuesday, March 23, 2021

A field guide to the most popular parameters | Statistics - Medium

Note: If a concept is new to you, follow the link for my explanation. If the early stuff feels too technical, feel free to skip to the cuddly critter memes lower down.

Get your distribution basics in Part 1 if you’re new to this space.
Image: SOURCE.

Ready for the list of favorites? Let’s dive right in!

Take a “moment” to explore some fundamentals.

This article takes you on a tour of the most popular parameters in statistics! says Cassie Kozyrkov, Head of Decision Intelligence, Google, published in Towards Data Science.

If you’re not sure what a statistical parameter is or you’re foggy on how probability distributions work, I recommend scooting over to my beginner-friendly intro here in Part 1 before continuing here.

Mean

This word is pronounced “average.”

Expected value

An expected value, written as E(X) or E(X=x), is the theoretical probability-weighted mean of the random variable X.

You find it by weighting (multiplying) each potential value x that X can take by its corresponding probability P(X = x) and then combining them (with an integral for continuous variables like height or a sum for discrete variables like height-rounded-to-the-nearest-inch): E(X) = ∑ x P(X=x)

If we’re dealing with a fair six-sided die, X can take each value in {1, 2, 3, 4, 5, 6} with equal probability 1/6, so:

E(X) = (1)(1/6) + (2)(1/6) +(3)(1/6) +(4)(1/6) +(5)(1/6) +(6)(1/6) = 3.5

In other words, 3.5 is the probability-weighted average for X and nobody cares that 3.5 isn’t even an allowable outcome of the die roll.

Variance

For reasons that I’ll explain in a moment, replacing X with (X — E(X))² in the E(X) formula above gives you something very useful.

Read more...

Source: Medium

Monday, March 22, 2021

How to Create Holistic Online Learning | Online Workshops - Saltbox Training & Events Ltd.

Don't let Coronavirus get in the way of good learning - join us for this series of online workshops and you'll discover how to design and run online training which is engaging, enjoyable, fun, and delivers deep and memorable learning by Saltbox Training & Events.

How to Create Holistic Online Learning

Deep, meaningful learning which actually changes behaviour needs to be holistic, i.e. it happens on a physical, intellectual, emotional and spiritual level.  

The body, mind, heart and spirit are all interconnected and learning should therefore involve multiple layers of stimulus, meaning and experience to engage the whole person and create the deep understanding which leads to behavioural change...

  • Find out about the evidence that supports a holistic approach to learning
  • Discover the principles of Holistic Learning and why these are so important for online learning
  • Take away lots of simple, affordable, practical ideas and techniques to make your online training more engaging, enjoyable and effectiv
  • Be inspired to explore new possibilities and try new approaches to online learning

Read more... 

Related link

A PRACTICAL GUIDE FOR TEACHERS, TRAINERS AND FACILITATORS OF LEARNING by Nicki Davey, wrote the words and Lauren Goodey, brought them to life with her illustrations. 

Source: Saltbox Training & Events Ltd.

Academic Minute | Audio - Inside Higher Ed

Inside Higher Ed is pleased to bring you The Academic Minute,What' new and exciting in academee? by Lynn Pasquerella, was appointed president of the Association of American Colleges and Universities in 2016, after serving as the eighteenth president of Mount Holyoke College from 2010-2-16

The brainchild of Albany's WAMC and its president, Alan Chartock, The Academic Minute features professors from top institutions around the country, delving into topics from the serious to the light-hearted, keeping listeners abreast of what's new and exciting in the academy with topics ranging from updates on groundbreaking scientific research to an explanation of how the board game Monopoly can help explain the economic recession.

The Academic Minute features a different professor every day, drawing experts from institutions within WAMC's listening area and across the country. Each segment is introduced by Lynn Pasquerella, president of the Association of American Colleges & Universities. Pasquerella is the former president of Mount Holyoke College.

Read more... 

Inside Higher Ed is pleased to bring you The Academic Minute.
Photo: Inside Higher Ed
 
Source: Inside Higher Ed

How to Structure Your Online Class for Inclusion, Part 1 | Online Student Engagement - Faculty Focus

argues, A bunch of black boxes on a video call. An empty discussion board. A student who hasn’t submitted any work all term. These might all be signs that students aren’t engaged with their online learning.

Student puts face in hands while looking at computer screen in bedroom              
Photo: Faculty Focus

But they also might be signs that students don’t have enough Internet access to participate in their online classes; they might be signs that students don’t know how to engage with their online learning; or they might be signs that students don’t feel included in their online class.

Student engagement is influenced by multiple factors in students’ lived experiences. The factors that prevent students from engaging in their classes may often be exacerbated by the conditions of online learning, from access gaps to lack of private spaces, and caregiving or household obligations. While instructors may not directly be able to influence the many gaps in support that students face in their personal lives, instructors can design online courses in ways that are attentive to fostering student inclusion.

Student engagement means more than just task completion. Many experts suggest that student engagement is when students have control or management of the learning process...

How can I know if students are being honest about their own work in an online class?

There’s an old saying that “anyone on the Internet can be a dog.” When we can’t see, hear, or interact with the students in our class, they might not seem “real” to us. Similarly, if we haven’t seen our students, we might not know if they are the ones that are actually doing the work for our classes. That can feel a bit nerve-wracking and may raise elevated concerns about academic honesty in our classes.

The hard truth is that we’ve never been able to know for sure, in online or face-to-face contexts, that everything our students do is 100% their own work. But we can make efforts to get to know our students to the best of our abilities and design assessment experiences that are meaningful and that may prevent students from the temptation to cheat. In the Resources section of this article, we’ll point you to some places where these resources are available.

Read more... 

Source: Faculty Focus

Saturday, March 20, 2021

The accidental Nobel laureate, what we owe to our voices and the philosophy of touch: Books in Brief | Books and Culture - Nature.com

Andrew Robinson reviews five of the week’s best science picks, and he’s many books include Lost Languages: The Enigma of the World’s Undeciphered Scripts and Einstein on the Run: How Britain Saved the World’s Greatest Scientist. He is based in London.

Check out these books from nature.com below.

A Funny Thing Happened on the Way to Stockholm

Robert J. Lefkowitz with Randy Hall Pegasus (2021)

Photo: Robert J. Lefkowitz 

Cardiologist-turned-biochemist, Robert Lefkowitz won the 2012 Nobel Prize in Chemistry for showing how adrenaline works through stimulation of specific receptors, with huge implications for drug discovery. Yet he calls himself “an accidental scientist”, because he trained as a physician. Instead of being drafted to the Vietnam War, he served at the US National Institutes of Health. His autobiography is a vividly anecdotal account, influenced by a supervisor’s lesson that data do not tell a story: “A story is something you impose on the data.”

Read more...

Source: Nature.com

Mathematics: Did We Invent It Or Did We Merely Discover It? | Mathematics - Walter Bradley Center for Natural and Artificial Intelligence

Photo: Gregory Chaitin
What does it say about our universe if the deeper mathematics has always been there for us to find, if we can? by Robert J.Marks, Distinguished Professor of Electrical and Computer Engineering at Baylor University.

Red and Blue Spiral Fractal Background Image, Illustration - Vortex repeating spiral pattern, Symmetrical repeating geometric patterns. Abstract background
Photo: 
Walter Bradley Center for Natural and Artificial Intelligence

In this week’s podcast, “The Chaitin Interview III: The Changing Landscape for Mathematics,” Walter Bradley Center director Robert J. Marks interviewed mathematician and computer scientist Gregory Chaitin (pictured) on how math presents us with a challenging philosophical question: Does math image deep truth about our universe? Or do we just make up these math rules in our own minds to help us understand nature?

Read more...

Source: Walter Bradley Center for Natural and Artificial Intelligence

Do Large Machine Learning Models Struggle At Maths? | Opinions - Analytics India Magazine

The MATH dataset consists of 12,500 problems taken from various high school mathematics competitions, inform Shraddha Goled, journalist with a postgraduate degree in computer network engineering. 

Do Large Machine Learning Models Struggle At Math
Photo: Analytics India Magazine


In 1960, Nobel Laureate and American physicist Eugene Wigner wrote about the ‘unreasonable effectiveness of mathematics in natural sciences’. Mathematics is called the language of nature for a reason. That’s why the ‘Is math invented or discovered?’ debate never gets old. Mathematics exerts its influence on literally every field.

Mathematics is also the building block of machine learning models. ML practitioners use mathematics to analyse a problem, pick out better heuristics, and club both to generate an answer. Despite the critical role mathematics plays in machine learning, even state-of-art models struggle at maths.

A new study by the researchers at the University of California, Berkeley, have now introduced the MATH dataset. The team said the dataset provides a detailed assessment of a model’s mathematical ability across difficulties and subjects...

The researchers found simply increasing the amount of training time, and the parameters proved extremely costly, although they did improve performance in a few cases. The researchers have open-sourced both MATH and AMPS to encourage and facilitate further research in this direction.


Confused by your kid’s math homework? Here’s how it all adds up | Parenting - The Washington Post

This story about teaching math was produced by the Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. 

Caralee Adams, Author at The Hechinger Report says, Elementary students are taught math in ways that can make parents’ heads spin, but there are good reasons for the new methods.

Student work posted in an elementary school before the pandemic shows the “partial product” method of solving a multiplication problem, one of many methods students have learned with Common Core
Photo: Jackie Mader/Hechinger Report 

Allonda Hawkins said the way her children are expected to do math is “100 percent different” from the way she learned.

“There are terms that I’ve never heard before, like arrays. It’s very foreign to me and it’s hard to teach,” said the 38-year-old real estate agent from Winston-Salem, N.C.

The mother of four children, ages 5 to 11, often turns to YouTube for explanations and recruits her fifth-grader to help the younger children. Hawkins said she’s catching on more now that she can eavesdrop on her kids’ online classes, but she still is frustrated that she doesn’t have more guidance.

Parents across the country are getting an up-close look at math instruction — and, like Hawkins, they don’t always know what to make of it. But with about half of American kids still learning at home as of Feb. 21 (either all virtually or in hybrid programs), it’s time for parents to get up to speed...

The new approach is actually not all that new. It’s grounded in research going back more than 30 years and is reflected in the Common Core State Standards, which are used in 41 states. (And most states now follow standards with the same principles, even if they don’t call them Common Core.) Instead of memorizing procedures to solve problems, kids are asked to think through various ways to arrive at an answer and then explain their strategies. While some parents believe these methods are just a more complicated way of teaching math, they are designed to promote a deeper understanding of the subject and help students make lasting connections.

“There’s not just one way to solve a problem,” said Megan Burton, president of the Association of Mathematics Teacher Educators and associate professor of elementary education at Auburn University in Alabama. To fully grasp deeper mathematical concepts, “students need to think about what makes sense and build on what they learn.”

Read more...

Source: The Washington Post

Friday, March 19, 2021

7 Ways of Reading Philosophy: #1 Reading Like Napoleon | Philosophy - Medium

This article was first published on LookingforWisdom.com on 19th March 2021.

There’s a lot to be said for reading at a gallop by Will Buckingham, Writes nonfiction & fiction and PhD in philosopy.

Wittgenstein looking Napoleonic.
Anonymous photo dated 1891. Public Domain via Wikimedia commons
.
  

When reading philosophy, the advice is often to read slowly and carefully, the second in my ongoing series on how to read philosophy — I want to persuade you that this can sometimes be the very worst approach. And to do so, I’m going to take my lead from the German philosopher Franz Rosenzweig (1886–1929).

How to read better

Rosenzweig is a fascinating thinker. His most famous book is The Star of Redemption, which he started writing while he was serving in the German army on the Balkan front. He sent the text back home scribbled on army postcards and completed the book after the war ended. The book was published in 1921. Rosenzweig intended it to be a new way of doing philosophy, based in what he called Sprachdenken, or “speech-thinking,” a kind of thinking that is closely related to storytelling. But after it was published, Rosenzweig’s book was met with general incomprehension. So in 1925, Rosenzweig wrote an essay called The New Thinking, where he tried to explain what he was up to. And along the way, he made a fascinating argument about how we read philosophy (including his own book) all wrong.

In his essay, Rosenzweig argues that when we read philosophy, we make the mistake of imagining that what we are reading is “especially logical.” We imagine that the ideas in the text will follow each other in neat chains of reasoning, with each sentence leading on to the next. We think that if we start at the beginning and work through systematically, making sure we understand every sentence before moving on to the next, we’ll get the hang of what is going on...

Philosophy at a gallop

But this article isn’t really about Wittgenstein. Instead, it is about how to read philosophy. And for Rosenzweig, reading philosophy fast, reading it at a gallop, is often the very best way. Rosenzweig writes:

Thus, whoever does not understand something can most assuredly expect enlightenment if they courageously go on reading. The reason why this rule is difficult for the beginner, and […] also for many a non-beginner to accept, lies in the fact that thinking and writing are not the same. In thinking, one stroke really strikes a thousand connections. In writing, these thousand must be artfully and cleanly arranged on the string of thousands of lines.

Remember that for Rosenzweig, the way that philosophical arguments unfold is a kind of “speech thinking.” Philosophy is a kind of storytelling...

But, you might ask, what if you get to the end of the Tractatus — or any other philosophy book — and find you have galloped out the other side without any of the major fortresses falling? What if you get to the end, and are still as baffled as before?

Well, that’s fine too. Because nothing is lost.

Read more...

Additional resources 

Immanuel Kant, by H. Pfening, public domain via Wikimedia Commons
7 Ways of Reading Philosophy: An Introduction by Will Buckingham.

Source: Medium

Preparing students for post-pandemic success | Inside Higher Ed

Three ways universities can help students stand out, according to SAS Institute.

Photo: Andrea Piacquadio from Pexels

When COVID-19 hit last year, students who were just months from graduation faced uncertainty not only about their studies but also their prospects in an uncertain labor market. While some optimists hoped things would turn around by summer, the pandemic has continued to ravage communities and the economy. Still, there’s reason for optimism for students entering the workforce this summer, especially for those pursuing degrees with programs that closely track trends and needs of industry. Universities can help their students become more competitive and enhance their own degree offerings in the following ways.

Ensure students’ skills are aligned with trends in the labor market

The pandemic has had an uneven impact across the economy, both in terms of sector and geography. Travel, tourism, mining, transportation and employment services have suffered, while certain professional services, information technology, and non-store retail have held up. Likewise, geography has played a pivotal role, with tourism-dependent cities like Las Vegas and Orlando lagging knowledge-based locations like Washington, DC.

To understand movement within the labor market, professors like Uzma Raja, the Gayle Parks Forehand Professor in Business Analytics at Auburn University’s Harbert College of Business, uses a variety of techniques. By mining texts and scraping data, Raja is able to examine job postings and message boards to determine which skills are most in demand...

The Harbert College of Business also has program champions—full-time employees tasked with managing student placement, internships and recruiter relationships. “If the students we are producing are lacking in some skills, we get immediate feedback through our external network and can make the needed changes to rectify any issues.”

Read more...

Source: Inside Higher Ed