Disciples of enumeration, beware

This kind of analysis doesn’t just end arguments it buries them and salts the earth —unless you are prepared to raise the stakes with your own Big Data-mining operation.

Trevor Butterworth, The Awl

In a tour de force on the opportunities and challenges of big data Butterworth apparently demolishes the idea of small sample data analysis or (more questionable?) the use of anecdotes and thoughtfulness to argue points of contrversy. But finding correlations in massive amounts of data doesn’t mean that the difficulty of finding causality — what’s really going on — has disappeared. It doesn’t mean we abandon anecdote and argument and thoughtful explanation. It means only that we can calculate correlations on bigger data sets. Sometimes — Angrist-and-Pischke style — we can do something akin to experiment. Still, such efforts require much more than mere counting, more than mere enumeration.

His first example, gender bias in the media:

Pre-Big Crit, you might have had pundits setting the air on fire with a mixture of anecdote and data; or a thoughtful article in The Atlantic or The Economist or Slate, reflecting a mixture of anecdote, academic observation and maybe a survey or two; or, if you were lucky, a content analysis of the media which looked for gender bias in several hundred or even several thousand news stories, and took a lot of time, effort, and money to undertake, and which—providing its methodology is good and its sample representative—might be able to give us a best possible answer within the bounds of human effort and timeliness.

The Bristol-Cardiff team, on the other hand, looked at 2,490,429 stories from 498 English language publications over 10 months in 2010. Not literally looked at—that would have taken them, cumulatively, 9.47 years, assuming they could have read and calculated the gender ratios for each story in just two minutes; instead, after ten months assembling the database, answering this question took about two hours. And yes, the media is testosterone fueled, with men dominating as subjects and sources in practically every topic analyzed from sports to science, politics to even reports about the weather. The closest women get to an equal narrative footing with men is—surprise—fashion. Closest. The malestream media couldn’t even grant women tokenistic majority status in fashion reporting. If HBO were to do a sitcom about the voices of this generation that reflected just who had the power to speak, it would, after aggregation, be called “Boys.”

How is this useful analysis, that news stories are more likely to be about men than about women? And how is this evidence of gender bias in news stories? There is only gender bias here if the actual news had been unfairly represented by the stories — if somehow women made as much news as men. But yet we know that women don’t for a myriad of reasons. Women are busy with family. Women don’t face the same opportunity structures as men. Women face bias in the professional and political worlds. The presence of a lopsided gender ratio in magazine and news stories does not necessarily point to gender bias in journalism.

It’s just not that easy to tease truth out of numbers. I hate to restate a cliche everyone should already know and which is too often stated uncritically, but I will anyway. Correlation is not causation.

Patterns are not truth.

Big data does not, in fact, allow us to answer really big questions because most really big questions are questions about causality: Do women face unfair bias — is their unequal representation the result of bias apart from real world factors that would otherwise tend to reduce their representation (and in what context, what country, what career?) Or from my current job context — does social engagement improve academic outcomes (in what context, in what country, in what courses, in what classroom)? Big data is not so useful in answering such questions. Mere correlation in a specific context doesn’t tell you much. Broad-scale big data correlation, even less.

Here’s an example of a study that demonstrated the clear presence of gender bias. Merely changing the gender of a name from male to female  on a resume led to lower rankings on hireability, competency, and mentoring. No big data required. This is essentially experimental — everything was held constant except the gender of the applicants’ name. Big data doesn’t make experiments that control for outside factors more likely. It may reduce their use if it makes us think that big data has something more to tell us than small-data experimentation.

To elaborate on that example from my current job: since students who post to discussion threads show better grades (let’s say they are more “engaged”), will increasing discussion thread posts improve grades? Maybe – but only in very limited contexts, where discussion thread participation actually improves students’ ability to make sense of content, produce better work, spend more time in class, and ultimately do better in class. In most cases, there is only correlation, not causation. Better students post more. They are more conscientious. They are already more engaged. You can make more discussion threads mandatory but I’m skeptical that will improve outcomes.

We can count and then we can correlate counts but to make sense of those associations requires more work. It requires understanding, explanation, context, sometimes anecdote — and ideally experimentation too.

Anyway, I loved Butterworth’s article — one of the best I’ve read recently about big data. All the caveats about the perils of pure counting without context arrive later in the piece: Goodbye, Anecdotes! The Age Of Big Data Demands Real Criticism.

But what about learning? Recognizing the signaling function of higher education

I spent just a couple days at the Learning Analytics and Knowledge 2012 conference this past week in Vancouver. Because of personal stuff going on I couldn’t attend the whole conference, but by watching some live streaming, following the conference twitter channel, reading some live blogs, and browsing some of the papers afterward I put together a decent understanding of the topics covered and the issues that came up. Of course, I had far less time than I wanted to connect with people there, but I have hopes that I can address that over the next year online and then go all out for LAK13 in Belgium.

Some attendees felt a disconnect that many vendors and researchers are looking at retention (students re-enrolling across terms) and course completion rather than learning itself. But aren’t we doing learning analytics, they asked?

At Pearson, I am working on exactly the problem of retention and course success. I work mainly with data from Pearson’s LearningStudio hosted learning management system. I sometimes have access to learning outcomes data but only very rarely; I can’t count on having that.

The data scientist is not drunk

Is my work a a case of the drunk looking for her keys under the streetlight? I don’t think so, and it’s not just do to with the profitability of institutions or their need to demonstrate adequate program completion rates and year-over-year retention to accreditation bodies.

Students enroll in higher education programs for many reasons, not all of which have to do with learning. We would all hope that after two or four or more years taking coursework a student will have better skills and cognitive capacity than when she started. But bachelor’s and associate’s degree programs today require students to take many classes that are not relevant to them or to their future work, that merely serve as hurdles to jump over to acquire the degree. The learning is not enough, because education serves a signaling purpose in addition to working to improve a student’s cognitive capacity.

As people working in education, we have to recognize the reality of higher education today, that it is only partially about learning. I’m talking from a purely U.S.-based perspective, as that’s my focus. In the U.S. today, bachelor’s degrees are a basic entry ticket to a decent job in many cases. In fact, credential inflation means that now a master’s degree is required for entry into many professions.

Some economists think higher ed degrees primarily function as signals to employers, that they are not mainly about increased learning or cognitive capacity. On this theory, a student’s degree shows that he has qualities valued by employers: conformity, conscientiousness, a willingness to defer gratification. If signaling is true in some situations or in some ways, that means it’s not enough for a student to take some classes and merely learn what they need to use on the job. They need to get through an entire program, arbitrary requirements and uninteresting or useless classes included.

There’s good evidence that signaling theories of education do not tell the whole story about higher education, that returns to education do indeed reflect the additional skills that graduates in various disciplines bring to the job market. The signaling theory may be true in part but as we might hope, education is also about actual preparation and learning–I don’t mean to say it is not.

I also don’t mean to reduce higher education to job market preparation, though I do question degrees that don’t represent a sound economic investment. The cost of post-secondary education today is such that we can’t divorce it from its role in linking people with economic opportunity.

Are learning and course completion orthogonal?

One presenter called completion and learning orthogonal outcomes. At least one attendee in that session took issue with that. We would all hope this is not the case — we hope that students don’t successfully complete classes without learning anything — but can’t everyone think of a class they were required to take but didn’t take anything away from it? I just completed a Ph.D. and virtually all of the cognate classes were worthless, annoying and time-consuming efforts that I had to complete if I wanted my degree. There was almost no learning taking place in those courses, and I am a highly motivated and engaged learner, taking courses that I thought would be interesting. Sometimes students do just need to complete a course, learning or no.

Certainly we should work toward making every course a worthwhile learning experience for students but in the real world there are always going to be some classes that aren’t that for one reason or another. Assuming that completing a particular program is a good thing for a particular student (a somewhat questionable assumption in this era of heavy student loan debt and low-value degrees), helping them get through all their courses successfully regardless of learning is a good in itself.


Should everyone learn to program? And by everyone I mean women

This is something I’ve been wanting to address, because I care about encouraging women to enter and succeed in STEM fields, because I am/have been a programmer, and because there’s a lot of angst around this. No, the discussion is not specifically about whether women should learn to program, but it is especially pointed and sometimes painful for women. Girls are not usually encouraged towards STEM careers and even less towards straight computer science. When women do make it into STEM fields, they may find themselves marginalized or otherwise stressed by the overwhelming dominance of men in technology.

Background reading:

On one hand, I think the answer is easy: if you need to know how to program to progress in your career and achieve your goals, then just do it. I went back to school after completing a bachelor’s degree in economics and philosophy so that I could gain programming skills. I did an M.S. in statistics but spent all my electives in the computer science department, because I knew that if (in the early nineties in Silicon Valley) I could demonstrate programming skills, I would be welcomed into the job market. And I was. Then I found many years later, that statistics + programming + domain knowledge = data science = $$$. Score!

On the other hand, I see serious obstacles for girls and women here. There are a set of reinforcing messages that girls/women receive that keep them from just doing it:

  1. Math (… computer programming … physics … etc) is damn hard.
  2. If you don’t have the brain for math (… computer programming … etc), don’t bother. It’s too damn hard!
  3. Girls don’t have the brain for math (… computer programming … etc).

Our culture thinks that natural aptitude matters more than hard work in figuring out subjects like math and programming. This is not the case in other countries; in Asian countries it is thought that academic achievement including in math and science is primarily due to hard work. It is the performance mindset in action rather than the growth mindset, which says that hard work is almost everything. There’s just a short step from the performance mindset that dominates in the U.S. to thinking that certain groups have natural advantages in learning such subjects and that certain groups have natural disadvantages.

An inevitable outgrowth of this is generalizing from individual cases to a group:

How it Works (xkcd)

I face this pretty regularly even though I work in education, which has a decent balance of women and men, if not lopsided in favor of women in non-tech areas. I recently went to a “big data” internal meeting where I was the only female in attendance. This is not at all unusual for me in my position–when we’re talking tech it’s usually mostly or only men, besides me. I am aware in such meetings that when I say something I am representing female techiehood. If I say something dumb, I have shown that all females are technologically clueless. But if I say something smart I imagine people (/men) may be thinking “well sure, this one woman knows a little bit but she’s not a representative case.”

That sort of bothers me, because I know in some ways I come across as not a representative case for women’s capabilities at large.

I am, however, a representative case of why more women don’t study computer science in college. Despite having taught myself BASIC on my dad’s Apple IIe in middle school, I refused to take Intro Computer Science as one of my distribution requirements in college after hearing from (female) friends that the class was killer. I didn’t believe I could hack it. I came back and took it in my master’s program. To my shock, it was not only easy, it was fun. I got an A+.

If I consider where we need to aim, I’m thinking it’s not at the idea of whether girls are good at math/programming/etc or not but rather from this idea of whether such subjects require natural facility or not. They do not. They require a lot of hard work, for everyone, no matter their gender or their race or their obvious natural facility for things technical.

I do not want to dismiss the very real social challenges women meet in male-dominated environments. I cannot speak much to that as I’ve never felt unwelcome or harassed among male-dominated teams. Quite the opposite: I find working with men exciting.

So ladies/women/girls, dive in. The water’s cold and the current is strong: you’ll get a good workout. Enjoy!

Links for March 30, 2012

The new LMS product: You [Audrey Watters/Hack Education]. On Blackboard’s recent strategy change to embrace open source and acquire MoodleRooms and Netstop. The value is in the data, not in the LMS software.

Are undergraduates actually learning anything? [Richard Arum and Josipa Roksa/The Chronicle of Higher Education. For many students, college doesn't improve their critical thinking, complex reasoning, and written communications. 45+% of a sample of college students did not demonstrate any statistically significant improvement on the Collegiate Learning Assessment after two years of college. 36% of students did not show any significant improvement after four years. More disturbingly:

[We] find that learning in higher education is characterized by persistent and/or growing inequality. There are significant differences in critical thinking, complex reasoning, and writing skills when comparing groups of students from different family backgrounds and racial/ethnic groups. More important, not only do students enter college with unequal demonstrated abilities, but those inequalities tend to persist—or, in the case of African-American students relative to white students, increase—while they are enrolled in higher education.

An open letter to college admissions committees [Andrew F. Knight/Fairfax Times].

Consequently, the drive for high grades is blinding students and parents alike to the real purpose of education: learning. In parent-teacher conferences, “How can my child bring up her grade?” has replaced “How can my child better learn the material?” The system’s response to angry grade-obsessed parents and disgruntled students has been to fudge the indicator instead of improving the system in other words, to inflate grades in spite of worsening performance. I was routinely pressured by parents, students and even administrators to inflate grades in the form of curving scores, providing extra credit and retest opportunities, and more heavily weighting homework and projects that are easy to copy from friends. It is instructive to note that two-thirds of our students are on the honor roll. (That’s right.) When a majority of students routinely receive As and B’s in all their classes, the distinctions intended by a traditional A-F grading scale become hazy and meaningless.

What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study [Tamim, Bernard, Borkhovski, Abrami, & Schmid/Review of Educational Research]. A meta-meta-analysis of research on technology usage in education. Found random effects mean effect size of .35, statistically significantly different from zero. I have to wonder if that is meaningful in any way given the incredible variety of ways technology can be applied to learning. Have not read the full paper, only the abstract.

Health correlator: Calling self-experimentation N=1 is incorrect and misleading [Ned Kock/Health Correlator]. Self-experimentation is longitudinal, so n > 1. But results may not generalize to other people. Good for learning what works for you.

On wanting to be a daffodil

I love January, full with possibility and empty of regrets. Last year’s disappointments and failures–wiped clean. All January holds is promise for the coming year.

Spring, on the other hand, demands achievement, not just effort and inspiration. Daffodils and tulips should grow tall and green before bending down with heavy flowers. Crabapple trees must cover themselves with leaves then buds then an outrageously excessive display of flowers. Grass will shake off its winter chill to transform back into a thick blue-green carpet that provides the perfect backdrop for the wonders of the spring garden.

But that’s just the garden. It’s the same story everywhere. Work projects and commitments started in the bracing cold of January must blossom in the sunlight and lengthened days of April. Even then, summer threatens with child care arranging, summer camp provisioning, and family travel planning challenges. It’s not enough to just dream of possibility any more. Possibilities must be turned into executed reality. Or not, in some cases.

The difference between me and a bulb is that a bulb
has all that stored up energy plus a natural urge to do exactly what it is supposed to do. The Cheerfulness daffodils that grow among my magenta moss phlox will automatically produce double white flowers with pale yellow centers. The Claudia tulips that encircle my crabapple trees know to grow lily-flowered purple with white tipping.

I am neither so energetic nor so properly directed as a bulb. That is why every year I find spring a challenge even as I welcome the warmth and beauty it brings.

I am more like a crabapple tree than a tulip or daffodil, I suppose. I’m sure my husband and children would seize upon the “crab” in that admission. But there is more. I will bloom in the spring only if everything has gone right for me before that. Even then, I might refuse to do it if it’s not my year. I might throw out one solo branch of flowers, like one of my trees did one spring, taunting those around me with possibility if not aesthetic pleasure. I might get my buds ready to open right before a late Denver snowstorm then drop them unbloomed onto the ground, mocking those who anxiously awaited a flower show. I will only rarely do what a flowering crabapple tree should do–which is to flower, reliably and appropriately, each spring.

It’s hard to be a crabapple tree when you should be a daffodil instead.

Links for March 11, 2012

Depression: A genetic Faustian bargain with infection? [Emily Deans/Evolutionary Psychiatry]. Discusses the Pathogen Host Defense (PATHOS-D) theory of depression described by Raison and Miller [pdf]. Genes that make people susceptible to depression may also protect them from infection. Depression is associated with brain inflammation; inflammation is also part of the immune response that combats infectious disease. “Since infections in the developing world tend to preferentially kill young children, there is strong selection pressure for genes that will save you when you are young, even if those genes have a cost later in life.”

The people of the petabyte [Venkatesh Rao/Forbes blogs]. An “informal taxonomy and anthropological survey of data-land” based on Rao’s observations at the Strata conference. Apparently everyone’s a data scientist now:

The taxonomy part is simple. Apparently the list of species in data land is very short. It has only one item:

  • Data scientist

What is the value of big data research vs. good samples [from LinkedIn Advanced Business Analytics, Data Mining and Predictive Modeling group]. Interesting and lengthy discussion from LinkedIn’s Advanced Business Analytics, Data Mining, and Predictive Modeling group on whether/when sampling vs. big data sets should be used.

The real-world experiment: New application development paradigm in the age of big data [James Kobielus/Forrester].

This year and beyond, we will see enterprises place greater emphasis on real-world experiments as a fundamental best practice to be cultivated and enforced within their data science centers of excellence.  In a next best action program, real-world experiments involve iterative changes to the analytics, rules, orchestrations, and other process and decision logic embedded in operational applications. You should monitor the performance of these iterations to gauge which collections of business logic deliver the intended outcomes, such as improved customer retention or reduced fulfillment time on high-priority orders.

Links for March 4, 2012

Who’ll have the means to analyze our learning? [Tony Searl/Neoteny]. In response to Pearson and INITE’s announcement of plans to open an online university for Mexicans, Searl asks “who will have the means to analyse our learning in the near future?” and “Will a few dominant learning data companies emerge, or can learning analytics remain an in house cottage industry?”

Social learning Analytics: Five approaches [PDF] [Rebecca Ferguson and Simon Buckingham]. Five categories of social learning analytics: social network analytics, discourse analytics, content analytics, disposition analytics, context analytics. All things I want to learn more about.

4chan’s Chris Poole: Facebook & Google are doing it wrong [Jon Mitchell/ReadWriteWeb]. Google and Facebook have a crude notion of identity.  4chan’s Chris Poole says we are like multi-faceted diamonds.

“The portrait of identity online is often painted in black and white,” Poole said. “Who you are online is who you are offline.” That rosy view of identity is complemented with a similarly oversimplified view of anonymity. People think of anonymity as dark and chaotic, Poole said.

But human identity doesn’t work like that online or offline. We present ourselves differently in different contexts, and that’s key to our creativity and self-expression. “It’s not ‘who you share with,’ it’s ‘who you share as,’” Poole told us. “Identity is prismatic.”

Permission to be horrible and other ways to generate creativity [Suzanne Axtell interview of Denise R. Jacobs/O'Reilly Radar].

“… there’s such a limited definition of creativity in our culture. People treat artists as if they’re off in their own world or put them on a pedestal. But it’s a misconception that technical people aren’t creative. Developers and coders and database architects are extremely creative, just as scientists are. They have to come up with solutions and code that have never been written before. If that’s not creativity, I don’t know what is.

I’m reading “A Whole New Mind” by Daniel H. Pink, which explores how right-brain is the new wave. We’re entering a new conceptual, high-touch era whereas before we were in a very analytical era. Our industry, the technical industry, is actually a perfect in-between point of left brain and right brain. You have to have both, a whole-brain approach, to be successful in our industry.”

Colleges misassign many to remedial classes, studies find [Tamar Lewin/NY Times]. This is something learning analytics ought to be able to fix.