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Data Science Reinvents Learning?
The document discusses how data science may reinvent learning and education. It begins with background on the author's experience in data teams and teaching. It then questions what an "Uber for education" may look like and discusses definitions of learning, education, and schools. The author argues interactive notebooks like Project Jupyter and flipped classrooms can improve learning at scale compared to traditional lectures or MOOCs. Content toolchains combining Jupyter, Thebe, Atlas and Docker are proposed for authoring and sharing computational narratives and code-as-media.
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Data Science Reinvents Learning?
- 1. 2015-08-24 • SanJose Paco Nathan, @pacoid Director, O’Reilly Learning Data Science Reinvents Learning? Beyond Gutenberg and Erasmus meetup.com/SF-Bay-ACM/events/221693508/
- 2. 2 Some Background… • O’ReillyLearning: you may only hear about us in a few instances, if we do our job well; ACM is a great forum for this discussion • prior: built-out the community evangelism and training program for Apache Spark at Databricks • prior: led Data teams for several years, working on large-scale ML apps in industry, including: one of the largest Hadoop instances running in AWS (2008); one of the first 100% AWS system architectures (2006) • … • ancient prior: Stanford CSD teaching fellowship (1984-86, Alice Supton, Stuart Reges) peer-teaching CS course which later became Residential Computing
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- 4. 4 Intro Quite candidly, theone common catch phrase in SiliconValley that I find most terrifying: “It’s like Uber, for ___”
- 5. 5 Intro Ostensibly that leadsto a question, how might an “Uber for Education” look?
- 6. 6 Intro Ostensibly that leadsto a question, how might an “Uber for Education” look? a) Similar to Cthulhu, we might regret actually seeing that
- 7. 7 Intro Ostensibly that leadsto a question, how might an “Uber for Education” look? a) Similar to Cthulhu, we might regret actually seeing that
- 8. 8 Intro Ostensibly that leadsto a question, how might an “Uber for Education” look? a) Similar to Cthulhu, we might regret actually seeing that b) Would we really need that anywho?
- 9. 9 Intro Ostensibly that leadsto a question, how might an “Uber for Education” look? a) Similar to Cthulhu, we might regret actually seeing that b) Would we really need that anywho? c) Uber itself might not take that approach …
- 10. 10 Intro Ostensibly that leadsto a question, how might an “Uber for Education” look? a) Similar to Cthulhu, we might regret actually seeing that b) Would we really need that anywho? c) Uber itself might not take that approach … Perhaps “Uber for Learning” might be somewhat more apt? In any case, what comes after Books, Kindle, MOOCs?
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- 12. “Learning” ergo… “Education” ergo… “School” X 12 Some Definitions… Schools aregreat to have… If you need a school, pick a good one and go To be clear, we’re not a school
- 13. 13 Some Definitions… Even thebest schools these days question what they will become in 5-10 years Not-so-best schools are perhaps questioning much more than that
- 14. 14 Some Definitions… Oh BTW,too many (funded) teams seem to have this mediocre idea for “education”: 1. assessment: collect test scores ➜ 2. define “quantified student” ➜ 3. reuse online marketing funnel ad-tech ➜ 4. invoke agile coding teams ➜ 5. ship mobile/cloud-based SaaS platform ➜ 6. ... 7. profit
- 15. Oh BTW, toomany (funded) teams seem to have this mediocre idea for “education” 1. assessment: collect test scores 2. define “quantified student” 3. reuse online marketing funnel ad-tech 4. invoke agile coding 5. ship a mobile/cloud-based SaaS platform 6. ... 7. profit 15 Some Definitions… LMS
- 16. K-12 not somuch, except perhaps in the case of Safari for Schools undergrad textbooks? graduate textbooks, conferences? professional focus of our audience 16 Some Definitions…
- 17. 17 • vocational: makinga career move • aspirational: improvement within a career path • proficiency: has a specific pain-point, needs to resolve it • familiarity: wants to join in a team dialog about a topic, e.g., conversational programmer Learner Personas for professional category
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- 19. 19 What about MOOCs? MassiveOpen Online Courses – seven year trend, beginning with: Connectivism and Connective Knowledge George Siemens, Stephen Downes University of PEI (2008) http://cck11.mooc.ca/
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- 21. 21 What about MOOCs? AnthonyJoseph UC Berkeley early Jun 2015 edx.org/course/uc-berkeleyx/uc- berkeleyx-cs100-1x- introduction-big-6181 Ameet Talwalkar UCLA late Jun 2015 edx.org/course/uc-berkeleyx/ uc-berkeleyx-cs190-1x- scalable-machine-6066
- 22. 22 What about MOOCs? Pros: •cost-effective to reach a large audience • popular with students • ¿ addresses “train the trainers” bottleneck ? Cons: • expensive to produce and curate • most students are sampling • low completion rates • somewhat chaotic • lecture fatigue • ¿ reinforces advantage of the elites ?
- 23. 23 What about MOOCs? Onlineeducation: MOOCs taken by educated few Ezekiel Emanuel, Nature 503, 342 (2013-11-21) • 80% students already have an advanced degree • 80% come from the richest 6% of the population Michael Shanks @Stanford: retrenchment around traditional disciplines will make disparities even more pronounced An Early Report Card on Massive Open Online Courses Geoffrey Fowler, WSJ (2013-10-08) Amherst, Duke, etc., have rejected edX see: Open edX Universities Symposium @GWU, 2015-11-11
- 24. 24 • search enginessurface too many choices among the available learning content • we must get people wanting to interact with the material – generally due to social context • academe strives to decontextualize, which is the opposite of learning in context • how do we recognize that learning has occurred? • what is the learning promise? What about MOOCs?
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- 26. 26 Introduction to Robotics PeterCorke @QUT https://moocs.qut.edu.au/learn/introduction-to- robotics-august-2015 • effective use of peer review for scaling • worked well reaching into Africa, India Peer Review
- 27. 27 EffectiveThinkingThrough Mathematics Michael Starbird@UT/Austin https://www.edx.org/course/effective-thinking- through-mathematics-utaustinx-ut-9-01x • getting students to articulate their epiphany moments is more interesting than other results – Donna Kidwell Epiphany Moments
- 28. 28 Caltech Offers OnlineCourse with Live Lectures in Machine Learning Yaser Abu-Mostafa (2012-03-30) http://www.caltech.edu/news/caltech-offers-online- course-live-lectures-machine-learning-4248 • significant improvement through the use of “flipped” a.k.a. inverted classrooms Inverted Classrooms
- 29. 29 Scalable Learning David Black-Schaffer@Uppsala Sverker Janson @KTH SICS https://www.scalable-learning.com/ • active learning: Flipped Classroom and Just-in-timeTeaching • exams built directly into specific diagrams within videos • metrics for where in video+code that students get stuck • instructor can customize subsequent classroom discussions (active teaching phase) based on stuck/unstuck metrics Inverted Classrooms
- 30. 30 How to Flipa Class CLT @UT/Austin http://ctl.utexas.edu/teaching/flipping-a-class/how 1. identify where the flipped classroom model makes the most sense for your course 2. spend class time engaging students in application activities with feedback 3. clarify connections between inside and outside of class learning 4. adapt your materials for students to acquire course content in preparation of class 5. extend learning beyond class through individual and collaborative practice Inverted Classrooms
- 31. 31 Learning programming atscale Philip Guo O’Reilly Radar (2015-08-13) http://radar.oreilly.com/2015/08/learning- programming-at-scale.html • PythonTutor • Codechella Tutors could keep an eye on around 50 learners during a 30-minute session, start 12 chat conversations, and concurrently help 3 learners at once Collaborative Learning
- 32. 32 Data-driven Education andthe Quantified Student Lorena Barba @GWU PyData Seattle 2015 https://youtu.be/2YIZ2SY9mW4 • keynote talk: abstract, slides • homepage If you study just one link in this entire talk…
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- 34. 34 If by somebizarre chance you haven’t used it already, go to https://jupyter.org/ • 50+ different language kernels • new funding 2015-07 • UC Berkeley, Cal Poly • nbgrader autograder by Jess Hamrick • jupyterhub multi-user server • curating a list of examples • repeatable science! see also: Teaching with Jupyter Notebooks http://tinyurl.com/scipy2015-education Project Jupyter
- 35. 35 Deploying JupyterHub forEducation Jessica Hamrick Rackspace blog (2015-03-24) https://developer.rackspace.com/blog/deploying- jupyterhub-for-education/ Project Jupyter
- 36. 36 Literate Programming Don Knuth Univof Chicago Press (1992) literateprogramming.com/ Instead of imagining that our main task is to instruct a computer what to do, let us concentrate rather on explaining to human beings what we want a computer to do Evoking some earlier works…
- 37. 37 Most definitely checkout CodeNeuro, both online and the conf/hackathon… Some great examples: Jeremey Freeman, HHMI Janelia Farm http://notebooks.codeneuro.org/ Matthew Conlen, NY Data Company http://lightning-viz.org/ Olga Botvinnick, UCSD http://yeolab.github.io/flotilla/docs/gallery/ Great Examples
- 38. 38 http://mybinder.org/ turn a GitHubrepo into a collection of interactive notebooks powered by Jupyter and Kubernetes Launch Vehicles
- 39. Jupyter, Thebe, Atlas,Docker
- 40. 40 Embracing Jupyter Notebooksat O'Reilly Andrew Odewahn O’Reilly Media (2015-05-07) https://beta.oreilly.com/ideas/jupyter-at-oreilly O’Reilly Media is using our Atlas platform to make Jupyter Notebooks a first class authoring environment for our publishing program Jupyter, Thebe, Atlas, Docker, etc. Content Toolchain
- 41. 41 Embracing Jupyter Notebooksat O'Reilly Andrew Odewahn O’Reilly Media (2015-05-07) https://beta.oreilly.com/ideas/jupyter-at-oreilly O’Reilly Media is using our Atlas platform to make Jupyter Notebooks a first class authoring environment for our publishing program Jupyter Content Toolchain
- 42. 42 On Demand Analyticand Learning Environments with Jupyter Kyle Kelley, Andrew Odewahn lambdaops.com/jupyter-environments-odsc2015/ Exploring a couple themes, in particular: • computational narratives - exploratory data analysis - software development/collaboration - API exploration - technical papers - reports, exec dashboards • code-as-media - Thebe project, etc. Content Toolchain
- 43. 43 Personal experiences during2012-2015 as an author and instructor… Just Enough Math Paco Nathan O’Reilly Media (2014) http://justenoughmath.com Content Toolchain
- 44. 44 Learnings based onworking on this project with Kyle and Andrew… How to transit from roles of data scientist, software developer, engineering director – into roles of author, teacher – and vice versa Content Toolchain
- 45. 45 Interactive notebooks: Sharingthe code Helen Shen Nature (2014-11-05) nature.com/news/interactive-notebooks- sharing-the-code-1.16261 Content Toolchain
- 46. 46 Content Toolchain Atlas isour content platform backed by Git, for project collaboration among authors, editors, et al. https://atlas.oreilly.com/
- 47. 47 Content Toolchain Thebe (amoon of Jupiter) provides a layer atop Jupyter that is needed for publishing, white-labeled content, etc. https://github.com/oreillymedia/thebe
- 48. 48 Content Toolchain Beta isour new site design: https://beta.oreilly.com/learning
- 49. 49 Content Toolchain Contrast ourcurrent talent workflow and this new world of Jupyter+Docker+Thebe+cloud … How would it work with known successes such as Head First? production presentation Thebe: player Jupyter: notebook Docker: container web page: interaction Git: versioning Atlas: publications various formats authoring cloud infra
- 50. Does Science beginwith Phenomenology?
- 51. 51 Audience Patterns forLearning: ad-hoc
- 52. 52 Audience Patterns forLearning: architecture events inverted on-demand Mostly Synchronous Mostly Asynch Inverted Classroom Paywall Subscription Free Content
- 53. 53 The Learning Architecture: DefiningDevelopment and Enabling Continuous Learning David Mallon, Dani Johnson Bersin (2014-05-06) http://www.bersin.com/Practice/Detail.aspx? docid=17435&mode=search&p=Learning-@-Development This report is designed to help leaders and talent development and learning professionals to take positive steps toward understanding and implementing learning architectures Sidebar: Learning Architecture
- 54. Think of afavorite open source framework … who (or where) are the experts in this graph? Sidebar: Innovators vs. Experts Diffusion of Innovation Everett Rogers (1962) http://sphweb.bumc.bu.edu/otlt/MPH-Modules/SB/SB721- Models/SB721-Models4.html 54
- 55. 55 Building Blocks In softwareengineering, we rarely hand a developer the spec for some app and say “Start from scratch, then come back when you’re done.” Instead: • focus on MVP • leverage APIs, libraries, microservices, etc. • iterate on small, incremental changes • this allows for TDD, CI, etc. • plus, customer experiments ➜ data science Compare/contrast that with how publishers approach authors, speakers, instructors?
- 56. 56 Building Blocks Proposing anew format spec to replace EPUB, MOBI, etc.: • video segments + transcripts • notebooks in Jupyter+Thebe+Docker • metadata (persona, topics, cues, etc.) • links to Git repos, Dat data • annotations atop existing content • webcast/livestream • social interaction (TA/mentoring) • evaluation modules • discourse analytics most reused across a spectrum of synchronous to async instrumented for experiments, analytics, iteration
- 57. 57 total newbie good overview Do you havesufficient familiarity with the topic? utterly confused familiar territory Can you build on familiarity with a related topic? must get unstuck send pull request Do you have necessary proficiency in the topic? learner topic experience concise topic inter- disciplinary How many boundaries must you span to achieve structural literacy for this topic? want to for myself have to for my job What is your primary motivation to learn this topic? bleeding edge COBOL 2020 Where are you on the "diffusion of innovation" curve w.r.t. the topic? on- demand major event How high is the transaction cost for the experience delivered to you? "go read the code" full-team participation Does the learning experience immerse you within a diverse, supportive social context? Dimensional Reduction Did we mention intense needs for data analytics at scale?
- 58. 58 Is it possibleto measure “distance” between a learner and a subject community? From Amateurs to Connoisseurs: Modeling the Evolution of User Expertise through Online Reviews Julian McAuley, Jure Leskovec http://i.stanford.edu/~julian/pdfs/www13.pdf Recommender Systems
- 59. 59 Back to “Uberfor Learning” – approaching from a learner (audience) perspective, generally within a social context Given that: • books aren’t used by learners as much anymore • experts don’t have time to write books anymore If we can: • fit learners’ needs to topics w.r.t. subject communities, based on their S-curve positions • personalize lectures for learners’ pain-points • reuse containerized building blocks Imagine the extent to which our current data science tooling and techniques can be leveraged? Summary
- 60. 60 PS: If youare interested in opportunities to write, speak, teach, mentor, code, etc., based on these approaches, let us know Get Involved!
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- 62. presenter: Just Enough Math O’Reilly(2014) justenoughmath.com monthly newsletter for updates, events, conf summaries, etc.: liber118.com/pxn/