In the rapidly evolving landscape of artificial intelligence, the conversation often centers on cutting-edge algorithms, computational power, and the impressive feats machines can now accomplish. But what happens when these incredibly capable systems need to operate in the messy, unpredictable world of human beings? In Chapter 13 of “Possible Minds,” titled “Putting the Human into Read More
a post for students in my network security course In the ever-evolving landscape of cyber threats, understanding malware is important for individuals and organizations alike. What is Malware? Malware, a portmanteau of “malicious software,” is an umbrella term for any software intentionally designed to cause damage to a computer, server, client, or computer network, or Read More
A post for students in my database design and management course In the journey from raw data to actionable insights, a critical, often unseen, foundation is the database schema. Think of it as the architectural blueprint that defines how data is organized, stored, and related within a database. Without a well-designed schema, even the richest Read More
Metadata, often dubbed “data about data,” is a concept frequently encountered but sometimes underappreciated in the world of information management. For those of you delving into introductory database design and management, understanding metadata isn’t just a bonus – it’s fundamental to building robust, usable, and future-proof databases. Let’s unpack why this seemingly abstract concept is Read More
In our increasingly digital world, terms like “data,” “information,” and “database” are thrown around with such frequency that they often become interchangeable. However, for anyone working with or seeking to understand the foundational elements of modern technology, differentiating these concepts is not just an academic exercise – it’s crucial for effective communication, sound decision-making, and Read More
I just discovered this from a piece I wrote about 10 years ago. It seems timely given today’s fascination with generative AI. As has been established, the instructionism of the 20th century was designed to transfer information into student’s brains. Educative experiences necessitate a more sophisticated purpose for teaching. Data and information, which are the Read More
The brain functions that are associated with learning depend on communication with between neurons, which is mediated by neurotransmitters. Many chemicals are known to function as neurotransmitters, and also many chemicals are known to influence the functioning of neurotransmitters. Further, cognitive scientists have identified several environmental factors that are associated with the production and function Read More
The dominant educational paradigm in the 20th century was based on easily recognizable ideas about how the human brain works and how to design classrooms to help human brains learn. R. Keith Sawyer (2006), a scholar from the University of Washington, articulated five assumptions in which curriculum and instruction has been grounded: Those assumptions appear Read More
Education demands data. This isn’t just about lively debate; it requires educators to act as educational researchers, asking clear questions, designing robust data collection methods, and analyzing findings to draw reasonable conclusions. At the heart of this process lies the critical twin pillars of ethical data gathering and rigorous data validation. Only through these can Read More
Many of us start organizing information using simple lists in word-processing programs or spreadsheet. This works fine when the amount of data is small, but as these lists grow, managing them becomes challenging. You might start noticing repetitions or inconsistencies in the data, making it hard to understand or find what you need. When these Read More