Student Spotlight: Amy Dalton Helps Women Vocalize Their Professional Success via “Bragging Rights”

Quantic students are often initially attracted to the program for its flexibility and affordability, but there’s something deeper at play that draws people in — particularly those of a certain mindset. To truly be successful in the program one must be highly self-motivated, disciplined, and passionate about learning new skills. Amy Dalton, a Quantic Executive MBA student and Senior UX Designer at GE Aviation, has these traits in spades. Like many Quantic students and alumni, Amy’s resume credentials are impressive, yet they don’t convey the full scope of the accomplishments she’s had outside of her “standard” job description.

As a UX designer, Dalton has built her career in a male-dominated field and has placed an emphasis on attracting and empowering other women and girls to enter this line of work. Though she’s been met with obstacles in her own career, she has never stopped advocating for herself and others. From public speaking engagements, mentorship, charity work, and founding an award-winning program for GE Women, Dalton’s drive to improve her career prospects and those of others is something worth acknowledging. 

Dalton is from Toledo, Ohio and studied journalism at Ohio University. However, she was more interested in graphic design and after graduating, decided to pursue user experience (UX), eventually leading to her current position with GE. While her inevitable trajectory doesn’t directly apply to the degree she earned, Dalton said that her background in journalism has been incredibly valuable in her career because “communication and the ability to write well is such an important part of any job you have,” and it allows you to come up with ideas and communicate them clearly and succinctly.

This knack for communication is evident in her multiple public speaking engagements. Dalton was a guest speaker at the 2019 GE Women In Science & Engineering Symposium, the keynote speaker at Early Career Women Collective’s Co-Create Live 2019, and a guest speaker at New Orleans’ FrontEndParty. These experiences not only reaffirm Dalton’s ability to command the attention of a room, they are a testament to the value that her words and actions bring to others. In short — her words of wisdom are in high demand. 

Further proving her leadership abilities, Dalton was the recipient of the 2018 GE Women’s Network Empower and Inspire Award, which recognizes women across the 280,000 person company for outstanding work and engagement that supports the Women’s Network (WN). As a Co-Lead for the WN, Dalton is committed to supporting women in STEM fields. 

“I have a passion for bringing more women and girls into technology because it’s always been a struggle to achieve gender parity in the field,” said Dalton. “I’ve been in it my entire career and there are relatively few women in the field — and for those who are in it, there are a unique set of challenges we face everyday.”

Dalton said that getting more women into STEM fields starts early, “it’s about exposure at a young age to spark their interest in it.” This is why she helped start GE Girls Camp, a week-long free STEM camp for 12-14 year-old girls. During the camp, girls learn to code, are introduced to robotics, and can even learn about cybersecurity and other in-demand sectors of the industry. The importance of early involvement serves as a pathway for young women to envision a career that they may not have otherwise pursued. 

Dalton isn’t just working on opening doors for young minds, she also started a program aimed at empowering women in the GE Women’s Network called Bragging Rights. Dalton initially had the idea to start the program after meeting a few of the GE interns. Even though they were just out of high school, they had accomplished amazing things and few people in the company knew much about them. This experience mirrored another observation Dalton had had — too few women spoke up about their accomplishments in the workplace. This had implications for career progression too, as she learned that women are often less likely to seek acknowledgement for their work than men. In fact, men are four times more likely to ask for a raise than women. Bragging Rights became a forum to enable and encourage women to openly and proudly share their accomplishments and challenges in life and in their career. These stories have become powerful sources of validation for those sharing them and inspiration for others involved in the program. Bragging Rights, which started at Dalton’s hub in New Orleans, took off and is now available at nine locations and still expanding. Dalton describes the program as “inexpensive but so effective” in its ability to provide women with the opportunity to grow their confidence and learn about each other.

“I think a lot of times women feel isolated and don’t have the natural tendency to put themselves out there as much,” said Dalton. “If we as women band together and understand each other’s skill sets, then we can help each other get promoted and put each other out there. We’re more likely to give kudos and talk about the person sitting next to us, than talk about ourselves. We’re more likely to lift that person up than lift ourselves up.”

Dalton is a natural leader. Prior to working at GE, she spent six years working at Ochsner Health System, where she held a management position for three years. While in this role, Dalton received the highest “employee engagement” score, a figure determined by how her direct reports rated her as a manager. Dalton received a score 20 points higher than the next highest score.

The key to Dalton’s successful management style? A more personal approach. She wanted to learn about the people she managed as much as possible, identifying their strengths and weaknesses. “If you spend enough time getting to know people and listening, really listening, you’re going to understand them enough to guide them,” said Dalton. “I focus so much attention on helping them be better at their jobs.”

This ability to listen, empathize, and understand others is perhaps one reason why Dalton is such a talented UX designer.  “When you understand things from the user perspective and you put importance on that, that’s when your product is going to be successful,” said Dalton. “When I’ve had an awesome product owner, it’s because they put the person first and understood the value of UX.”

In her senior leadership role, Dalton emphasized the need for executives to have, at a minimum, a basic understanding of UX and design. In our digitally-driven world, having the ability to view and build online experiences from the perspective of the customer is essential. Being well-versed across disciplines is one reason Dalton decided to pursue an Executive MBA with Quantic School of Business and Technology. By adding business acumen to her technical expertise, Dalton is positioning herself to take on bigger roles and broaden her invaluable influence on her organization — and if past experiences are any indication, she’s more than ready to take on whatever is next.

A flexible course schedule is something that initially attracted Dalton to Quantic as it allows her to spend more time with her two children.

Quantic MBA Student James Lu Morrissey on Higher Education and Making Forbes 30 Under 30 List

We sat down with 2019 Forbes 30 Under 30 recipient–and Quantic School of Business and Technology MBA student–James Lu Morrissey to discuss co-founding Mentor Collective, learning with Quantic, and disrupting the world of higher education.

Quantic learners tend to reflect the platform itself: innovative, disruptive, and equipped with a global scope. Those are just a few of the qualities that have led to three Quantic learners being named to Forbes’ 30 Under 30 lists in the past two years.

James Lu Morrissey (MBA – August 2018) is a perfect example of this. Lu Morrissey’s personal experiences with international education inspired him to found his company Mentor Collective, an international online mentoring community. Lu Morrissey was born in the United States, but he attended elementary school for a couple years in Taiwan. Moving to a new school can be difficult for any child; moving to a new school in a new country is even more challenging.

Adjusting in school was made easier, however, by joining the school’s sports teams. There, he was mentored by his older teammates, who eased his transition and helped him find his place. At a young age, he began to understand that mentorship was critical to adjusting to and excelling in a new environment.

He also recognized the need for peer mentorship as an undergraduate student at Carleton College. He had several friends from international and diverse backgrounds, and he noticed that many of them had difficulty adjusting to college. There wasn’t always a clear structure like a track team with teammates that could mentor them.

“When adjusting to college, all students are a stranger in a strange land,” Lu Morrissey reflected. “You might be coming from Minnesota to go to NYU. That’s a very foreign experience.”

A lack of personalized support for college students is one of the factors contributing to a college completion crisis, particularly at public universities. According to Forbes, less than 60 percent of students graduate from public institutions in six years or less. Rising tuition and student loan debt coupled with the increasing necessity of a college degree for career advancement, often puts students who do not graduate at a serious disadvantage.

To solve this problem, Lu Morrissey and colleague Jackson Boyer co-founded Mentor Collective. Mentor Collective uses scaleable and transformative mentoring, through a format supported by technology and designed for large-scale application. Mentor Collective achieves this by matching students to mentors who have a similar background.

To that end, Mentor Collective has developed partnerships with more than 50 universities, including Penn State, Johns Hopkins, and Washington University in St. Louis. Through these partnerships, they’ve mentored over 35,000 students, resulting in an up to 9% increase in retention rates and 5x decreased likelihood of academic probation.

Working towards these results has certainly kept Lu Morrissey busy, but he has still found time to pursue a Quantic MBA. While residential MBA programs have a high opportunity cost, Quantic made it possible for Lu Morrissey to “continue running my company day-to-day, while having a flexible option to learn at my own pace.”

Furthermore, Lu Morrissey has found Quantic’s courses are directly applicable to running Mentor Collective. “I can complete a lesson, take what I’ve learned, and use it the very next day at Mentor Collective.”

Lu Morrissey also appreciates the flexibility and global perspective that Quantic offers. He tries to work overseas for two to three weeks every winter, and, with Quantic’s online platform, he doesn’t have to disrupt his learning schedule to travel. “I can do Quantic while traveling in Shanghai and not have any problems with time differences.”

Lu Morrissey also sees both Quantic and Mentor Collective as helping students receive the full value of higher education. Universities, with “massive endowments and very strong brands,” may not feel the urgency or need to innovate “in the same way as many other industries,” Lu Morrissey noted. “And that can come at a big cost to students. If a school is not making an impact on students’ lives, then it’s not fulfilling its promise.”

Like Quantic, Mentor Collective’s team is passionate about the students they reach. Lu Morrissey attributes Mentor Collective’s success rates in large part to his 24 Boston-based employees. Noting that his team is interested in social impact, he emphasized that “something unique happens when you collect a lot of very mission-driven, hungry learners and put them all in the same room.”

Quantic Alumni Network is Live!

Today, we’re proud to introduce Network, a new feature of the Quantic platform built to connect students and alumni around the world.

Today, we’re proud to introduce Network, a new feature of the Quantic platform built to connect Quantic students and alumni around the world. Network is exclusively available to current students and alumni of the Quantic MBA and Executive MBA programs, and we’ve made a special preview available to prospective students.

With Network, students can explore a global map of students and alumni, search by industry and interests, and contact peers safely and easily.

We created Network to enable students to forge real-world connections and discover inspiring peers in the Quantic community. Quantic students work in today’s most exciting industries and at top companies, giving them access to an impressive ecosystem of experienced professionals.

If you’re an aspiring Quantic student, you can sign up for a Quantic account at https://quantic.mba and access a preview. We’re excited to hear your reactions to Network!

Meet Linda, one of Quantic’s experts in probability and statistics

Who says statistics isn’t exciting? Through fun scenarios and images, like the above from Quantic’s Advanced Statistics Inference course, Linda Richard is helping to re-brand statistics for thousands of learners! Linda, one of Quantic’s content creators in the field of probability and statistics, has a background in business and education and currently resides in the Netherlands. She believes that statistics is an important subject to understand because it touches so many disciplines including business, medicine, and foreign policy.

In this post, we catch up with Linda to learn what she’s working on and why she decided to join Quantic.

1. What’s your name, and where are you based?

Linda Richard.

Currently I live in the Netherlands due to my husband’s work. Before that, I lived in Seattle, and before that, New York, North Carolina, and Minnesota!

2. How long have you been writing for Quantic?

About 2 years.

3. What’s your professional and educational background?

I have a Bachelor’s in Math, a Master’s in Operations Research (a field of applied math), and a Master’s in Teaching. I worked in business for almost 10 years before changing careers to teaching. Then I taught high school math in Seattle for 6 years before moving abroad. I keep my fingers in the public education sphere through projects with Washington State and other high school curriculum organizations.

4. How and why did you start writing for Quantic?

When we moved to Europe, I wanted to find work that would allow flexible hours for traveling and other fun living-abroad-activities, but still be part of the education world. Pedago was looking for math content developers, which was right in my wheelhouse.

5. What are some of the courses and subjects that you’ve written about in Quantic?

I’ve written lots of statistics and probability lessons, as well as Excel lessons. Recently I’ve started writing lessons on coding with Python, which is a whole ‘nother challenge!

6. Why do you think it’s important for students to understand statistics?

Statistics is probably the most important field of math that most people will interact with after they finish their schooling. Statistics are used to make decisions on health, education, foreign policy, and of course in business. Stats can so easily be mis-used, intentionally or not, so having a solid knowledge base to question and understand this topic is really critical for workers and citizens.

7. What’s the hardest concept you’ve had to communicate (so far), and what was it like to try and distill it for the Quantic platform?

The probability concepts of Bayes’ Rule and the Law of Total Probability were challenging to communicate. Visual illustrations, concrete real-world examples, and spending prep time building up learners’ intuition on these concepts were the strategies. We focused on conceptual understanding rather than on formula memorization – a formula can always be looked up, but if the foundational understanding isn’t there, no formula can help you! The Law of Total Probability, for example, looks like a fairly incomprehensible, complicated formula at first glance, but it’s really just a weighted average.

8. What do you admire about Quantic learners?

With people’s busy lives, it can be hard to find the motivation and the time to take on education projects. People taking Quantic classes are doing so on their own initiative, to advance their learning and their careers.

9. What do you do to keep your learners in mind?

With my background in teaching, I’ve learned how to monitor my own thinking. When you’re teaching content that you know well, you have to be alert for concepts that seem “obvious,” but only feel that way because you’ve been working with them for a long time. Especially in math–there are a lot of embedded concepts that need to be carefully unpacked for people unfamiliar with the topics.

I also try to incorporate visuals and concrete examples wherever possible, knowing that people have different learning styles. The interactive nature of the Quantic platform of course helps with this too!

10. What’s one of your favorite storylines (or characters) used in one of your courses in Quantic?

For the Advanced Statistical Inference courses, we created a fictional winter sports equipment company. It allowed a lot of room for examples with testing equipment, sampling customer preferences, and analyzing market schemes. Plus, my editor, Ellie, found great images with gorgeous snow-covered mountains, and we were able to have some fun putting our characters in situations involving competitive snowball tournaments!

11. What’s your favorite whimsical or snarky answer message you’ve written in Quantic?

Definitely it’s the Monty Python references in the Python lessons. Some are obvious but some are hidden a bit more deeply! Spam and eggs; hovercrafts full of eels; dead parrots; the possibilities are endless.

12. What’s one of your favorite images used in one of your courses in Quantic?

Two come to mind from the Advanced Statistical Inference course. In this capstone lesson, the scenario is that all the experts on statistics at a company, except for the learner, are out of the office with the flu. All the junior analysts are panicked and looking for help. My editor, Ellie, found/created images which put a smile on my face and hopefully the learner’s too!

6 Steps to a Professional Resume [Free Template!]

An essential list of resume questions we developed to help you showcase your experience, skills, and potential to employers. Plus, a resume template you can download!

Creating a great resume can be daunting: What format looks best? How long should it be? What information should you include?

Below is an essential list of questions we developed for Quantic students and candidates in our career network to help them showcase their experience, skills, and potential to employers. And to make the process even easier, we created this simple, one-page Word template (download here) that follows these recommendations. Copy your information into this template to put your best foot forward in your job search!

1. Is my resume easy to read?
  • Font:
    Use Times New Roman or Arial.
  • Size:
    Use 11 or 12 point font.
  • Margins:
    Use 0.5-1 inch margins on each side.
2. Does my resume tell a clear story and showcase my strengths?
  • Reverse order:
    List experiences in reverse chronological order (most recent position first).
  • Highlight growth:
    List multiple positions for the same employer as individual entries to highlight your progression.
  • Focus on achievements, not descriptions:
    Write concisely and focus on problems you solved, actions you took, and results that followed. Do not describe overall duties. Consider using the following framework: Action verb  + Project (what you did) + Result (what you accomplished).
  • One page per 10 years of work experience:
    For most people, a good rule of thumb is one page per decade of work experience.
3. Do I stand out?
  • Make it personal:
    Include a small “Personal” or “Additional Information” section at the end of your resume. Include language proficiencies, citizenship, service activities, society memberships, or current hobbies. If including interests, be as specific as possible (e.g. “avid Caribbean scuba diver” or “die hard Philly Eagles fan”). Do not repeat information from other sections.
  • Be action-oriented:
    Start each bullet with an action verb, and lead with the most important point.
  • Emphasize outcomes:
    State the outcomes of your work and quantify them when possible.
4. Is my resume error-free and consistent?
  • Format:
    Companies, universities, job titles, and dates should all be formatted the same way. We recommend bolding companies and universities, using italics for titles, and utilizing MMM YYYY–MMM YYYY (e.g. Jun 2015–Jul 2016) for dates.
  • Alignment:
    Spacing between experiences and at the end of bullets should be consistent.
  • Things to avoid:
    Avoid jargon, personal pronouns, objectives or personal statements, photos, and listing “references upon request.”  These just take up space without adding value.
5. Have I proofread my resume?
  • It helps to have a friend or two proofread your resume for you. You can also read your resume backwards to help catch spelling mistakes—start at the last word and use your finger to guide you from one word to the previous. This forces you to isolate each word from its sentence.
6. Is my resume formatted as a PDF?
  • Formatting in Word is variable, so always save your resume as a PDF. This way, the recipient of the resume (your potential employer) will more likely see the resume the way you intended.

Note: This is a general guide that works across many industries and job functions. However, we know that it may not be appropriate for all fields (e.g. design, where the layout also serves as an example of abilities in the field) or experience levels. We hope you find it useful and wish you luck in your job search!

Attachment: Resume Template

Meet our Newest Content Developer

John Riehl, one of Quantic’s newest content creators, is a former Air Force officer and current sailing instructor who knows a thing or two about computers.

John Riehl, one of Quantic’s newest content creators, is a former Air Force officer and current sailing instructor who knows a thing or two about computers. He’s writing a new computer science curriculum for Quantic, scheduled for release in 2018.

In this post, we catch up with John to learn what he’s working on and why he decided to join Quantic. Find out why he believes developers should go back to basics and what distinguishes the Quantic computer science curriculum from others on the market.

1. What’s your name, and where are you based?

John Riehl, and I’m based in Port Charlotte, Florida. It’s about 90 miles south of Tampa, on the Gulf Coast.

2. How long have you been writing for Quantic?

I started in August of 2017. I’m coming up on four months, so I’m still a newbie!

3. What’s your professional and educational background?

I graduated from Rensselaer Polytechnic Institute with a BS in Computer Engineering in 1989. I went to school on an ROTC scholarship, so I went on active duty in the Air Force after graduation. I stayed in 26 years, working in a variety of jobs closely related to computer technology—but nothing actually hands-on in terms of building or programming computers. During my time in the Air Force I picked up a Master’s in Computer Engineering along with Master’s Degrees in Air and Space Studies and National Resource Management.

4. How and why did you start writing for Quantic?

After I retired from the Air Force I wanted to get back to my technical roots in computer science. I came across Quantic, and it seemed like the perfect fit—share my knowledge and with the next generation of IT professionals while working from home on a flexible schedule. I appreciated Quantic’s innovative approach to education and was (and am) excited to play a small part in equipping the workforce of tomorrow with the skills they’ll need to succeed.

5. What are some of the subjects that you’ve written about in Quantic?

I’m working on a new curriculum for Quantic—Computer Science. What’s interesting about the course is that we’re striking what I think is a great balance between theoretical underpinnings and practical application. There are a lot of online courses for computer programming, but most of them focus just on the practical aspects—how to arrange instructions in a particular programming language to get a program to run. When it comes time for the learner to expand in a new direction or handle a novel situation they’re not as well-equipped as they would be without some fundamentals under their belt. On the other end of the spectrum is a typical four-year computer science program, which builds an extensive theoretical foundation at the expense of time (and money) getting the student to market, as it were.

6. Why do you think it’s important for students to understand computer science?

It’s not an overstatement to say that IT has fundamentally changed the world we live in. Given its impact, it’s important for those involved with building IT capabilities to get things right. A programmer without the right fundamentals is like a chef who doesn’t know what his or her ingredients taste like. Both can follow a recipe and put something together, but the result might not be very good. In the case of computer programs, it could be very bad indeed. Here’s a story about how not knowing the fundamentals created an unintended result. Imagine if that counter had been for something related to scheduled maintenance on a nuclear reactor.

7. What’s the hardest concept you’ve had to communicate (so far), and what was it like to try and distill it for the Quantic platform?

In general, the toughest part for me has been figuring out what the right level of detail is for a concept. For example, when you talk about digital videos you can range from “a video is a series of still images” to “here are the technical details of each of the over 100 different video compression formats in use today.” Finding what the learner needs to know, narrowing the scope down to the most important elements, and presenting it in a way that doesn’t make it a rote memorization exercise is always a challenge.

8. What do you admire about Quantic learners?

It seems to me that Quantic learners are self-starters who are willing to break with convention to improve their knowledge and marketability. They could “play it safe” by getting the standard college degree. Instead, they see an opportunity to be part of a new approach. Those kinds of people will take that same spirit of innovation and entrepreneurship with them into the marketplace, making things better for all of us.

9. What do you do to keep your learners in mind?

I must confess that I’m still working on this. Too often I’ll assume that a concept is obvious—after all, it’s obvious to me! I rely extensively on the Quantic review process to identify when I’ve leapt too far. I do my best to keep the lessons interesting. Having taken many online courses myself, I’m well aware that it’s very easy to get distracted with email, Facebook, etc. if the material is dry.

10. Anything else you’d like to mention?

I can’t speak for other content developers, but one great side benefit for writing educational content is the learning I do along the way. The process of articulating concepts that I have in my mind forces me to think through them in greater detail than I did when initially learning them. There have been a few times when things I thought I knew turned out to be based on bad assumptions and mental short-cuts that I shouldn’t have been taking. Bottom line—the work is fun and fulfilling from a personal perspective, and rewarding from the perspective of doing something that will have greater benefits down the road.

Two Quantic MBA Students Make the 2018 Forbes 30 Under 30 List

Congratulations to two Smartly MBA students who have been honored in the 2018 Forbes 30 Under 30 List.

Quantic (formerly known as Smartly Institute) is proud to announce that two of its MBA students have been honored in the 2018 Forbes 30 Under 30 List. The annual list by Forbes magazine recognizes young leaders who are making outstanding contributions to business and industry.

Kaitlyn Yang is being recognized in the Forbes 30 Under 30 Hollywood & Entertainment category. She is the founder of her own Los Angeles-based post-production studio, Alpha Studios, and has over 40 credits to her name, including the five-time Emmy award-winning Robot Chicken. Kaitlyn is a Quantic MBA 2016 graduate and also a graduate of University of Southern California’s Animation and Digital Arts Program. You can find Kaitlyn’s profile on Forbes here.

Mary Iafelice is being recognized in the Forbes 30 Under 30 Social Entrepreneurs category. Mary is the co-founder of the Washington, DC-based humble ventures, which supports entrepreneurs from underserved communities, including veterans, women, and people of color. In the company’s first year, they’ve helped 25 startups raise over $4 million in funding and achieve nearly $1 million in revenue. Mary is a Quantic MBA 2017 candidate and also a graduate of College of the Holy Cross. You can find Mary’s profile on Forbes here.

“Having not just one but two Forbes 30 Under 30 winners in the first year of our MBA program is a testament to the quality of the Quantic community. Kaitlyn and Mary are two high impact entrepreneurs that we’re proud to support,” said Tom Adams, Quantic’s CEO. “We look forward to seeing them continue to grow their respective companies.”

Congrats to Kaitlyn and Mary, and may they have continued success with their companies!

The Quantic Master Plan: Elite to Open, and Everything in Between

We want to prove to the world that education can be effective and successful when free and online.

Quantic has the overarching mission to innovate in education, and in that spirit we recently launched a free online MBA degree. From time to time, people ask us: “Why are you starting with an ‘elite’ degree? Why be selective when you could open up the opportunity to those who have difficulty accessing education?” We do strongly believe in democratizing education, and this is a question we’ve thought about deeply.

We just can’t help but borrow a page from Elon Musk and Tesla here. Musk spelled out the playbook of starting with the powerful Roadster sports car to show the world that electric cars could actually rival high-end gasoline cars, and then scaling the business, working his way down the marginal cost curve and building more and more affordable cars.

We were inspired by the idea of proving a disruptive approach at the top and working step-by-step to spread the benefits to everyone. We want to prove to the world that education can be effective and successful when free and online. In that spirit, the MBA is our flagship program to demonstrate the power of Smartly to rival some of the best educational institutions in the world. We restricted the first cohort of our MBA program to students similar to those one would find at top brick & mortar programs to show parity in student outcomes. Keep in mind that we are doing this while offering the MBA for free! We are proving the disruptive power of Smartly at the top, all the while adding programs for more and more audiences, including programs that are open as well as free.

While our pedagogical plan is to branch deeper and deeper into additional degrees, certifications, and courses, we’re also going to continue innovating how education is funded. We are soon launching a hiring engine that pushes the cost of education to the companies hiring newly-skilled graduates. Beginning with our MBA students, companies can browse and hire top business talent, and the recruiting fees these companies pay fund the MBA program. Our interests are aligned with those of our graduates: we are only paid when they are achieving successful outcomes, and not with an upfront tuition. This benefits all parties: the student, the employers, and the government guaranteeing these loans (just maybe not the banks). As we add additional programs, we will continue to innovate different models of funding education with the belief that it can be free, open, and online. Smartly is not just another online university, but a whole new approach to education.

The Poetry of Mindstorms

Seymour Papert passed away this weekend. His ideas have helped us form the pedagogical approach behind Pedago and our first product, Smartly.

Seymour Papert passed away this weekend, and I felt compelled to revisit his classic book, Mindstorms: Children, Computers, and Powerful Ideas, in tribute. Papert’s legacy far exceeds this one book, of course; he’s an inventor of the Logo programming language, and he was hugely influential in the fields of artificial intelligence, educational technology, and child development over the course of his half-century career. Closer to home, his ideas have helped us form the pedagogical approach behind Quantic.

“We are at a point in the history of education when radical change is possible, and the possibility for that change is directly tied to the impact of the computer.” – Seymour Papert, Mindstorms

Three years ago, my co-founder Ori Ratner and I read Mindstorms outside of his apartment complex in Arlington, VA as we formulated our opinions about what was missing in educational technology. In the early days of the company, we encouraged all new employees to read the book before starting, so that we could all have a shared vision for what was possible.

While the book is nominally about children using computers to learn, it establishes a vision for how anyone—adult or child—can learn. Mindstorms was published in 1980, the same year as Carl Sagan’s Cosmos. Despite the possibility that, like an old science fiction novel, it might have aged past its usefulness, Papert’s prose is inspiring. Certain sections feel revolutionary. The future he had envisioned had still not come to pass, but reading it that summer, it felt just inches away.

Rereading Mindstorms, I’m struck by how poetic the book is.

Parts of Mindstorms read like Cosmos, aimed at distilling complex ideas for consumption by a lay audience. Sagan used philosophical quotes to remind readers that the universe is not just what lies outside of the earth’s atmosphere: they themselves are the universe. “The nitrogen in our DNA, the calcium in our teeth, the iron in our blood, the carbon in our apple pies were made in the interiors of collapsing stars. We are made of starstuff.”

Mindstorms is at times similarly poetic, merging Papert’s musings on his own learning experiences with a glimpse into what successful learning might look like in the future: “You can’t think seriously about thinking without thinking about thinking about something.” He relates a formative example from his young childhood, of imagining what it’s like to be a gear, and describes the impact of that very personal experience on his future learning and mental development. His goal in writing the book and creating Logo was to give more humans an experience of what that’s like.

For me, the reminder of the personal side of learning is one of the most powerful aspects of the book. It’s not just about assimilating information, but about the learner constructing their understanding.

Two Smartly developers mentioning Papert's Logo as an early coding inspiration.
Two Smartly developers mentioning Papert’s Logo as an early coding inspiration.

In honor of Seymour Papert, I want to share some of my favorite passages from the book:

“Anything is easy, if you can assimilate it to your collection of models. If you can’t, anything can be painfully difficult.” (xix)

“People often fear that using computer models for people will lead to mechanical or linear thinking; they worry about people losing respect for their intuitions, sense of values, powers of judgment. They worry about instrumental reason becoming a model for good thinking. I take these fears seriously but do not see them as fears about computers themselves but rather as fears about how culture will assimilate the computer presence.” (155)

“I see the classroom as an artificial and inefficient learning environment that society has been forced to invent because its informal environments fail in certain essential learning domains, such as writing or grammar or school math. I believe that the computer presence will enable us to so modify the learning environment outside the classrooms that much if not all the knowledge schools presently try to teach with such pain and expense and such limited success will be learned, as the child learns to talk, painlessly, successfully, and without organized instruction. This obviously implies that schools as we know them today will have no place in the future. But it is an open question whether they will adapt by transforming themselves into something new or wither away and be replaced.” (8-9)

“…when one enters a new domain of knowledge, one initially encounters a crowd of new ideas. Good learners are able to pick out those who are powerful and congenial. Others who are less skillful need help from teachers and friends. But we must not forget that while good teachers play the role of mutual friends who can provide introductions, the actual job of getting to know an idea or a person cannot be done by a third party. Everyone must acquire skill at getting to know and a personal style for doing it.” (137)

“I do not wish to reduce mathematics to literature or literature to mathematics. But I do want to argue that their respective ways of thinking are not as separate as is usually supposed.” (39)

Mindstorms: Children, Computers, and Powerful Ideas. New York: Basic Books, 1993.

Why I Turned Down a Top Business School

For years, Chris was convinced that gaining an MBA from a top business school would lead to guaranteed success and happiness. In the end, he turned his acceptance down.

The following is a guest post from Chris Queen, a Smartly MBA graduate and small animal veterinarian living and working in Dubai. Chris is a massive, self-proclaimed nerd, interested in the power of technology, including virtual and augmented reality, to revolutionize education. When he isn’t caring for pets or writing, he can be found running, swimming and cycling towards his next Ironman race or jumping from a perfectly good plane in the name of skydiving. Chris’ blog can be found at www.thenerdyvet.com and he can be found on Twitter at @thenerdyvet

For years, I was convinced that gaining an MBA from a top business school would lead to guaranteed success and happiness.

After all, they take in ambitious, creative, entrepreneurial types and spit out brand new Masters of the Universe at the other end, all guaranteed to progress on to business success, right?! Cue the all too familiar gauntlet of GMAT tests, poring over school brochures and websites, campus visits, ‘meet-and-greets’, and the endless hours of application preparation and submission, each costing on average about $150. In total, I have easily spent in excess of $4,000 simply getting to the stage of hitting the ‘submit’ button on various applications.

I am a small animal veterinarian and I’m at the stage in my career, and life, where I am acutely aware of the question, “Where am I going next?” Not completely enamoured of the usual, predictable and ‘safe’ options, and, to be perfectly honest, somewhat disillusioned with much of my current profession, I looked towards an MBA as being the answer. I have entrepreneurial ambitions, specifically within the tech sector, and so it seemed logical that formal business training, with the plethora of additional advantages that attending a top school offers, was exactly what was called for. I know for a fact that I would find the experience of spending 1-2 years in a major seat of learning and culture with equally ambitious sorts from all corners of the globe a wonderful one indeed. And so it was that my journey to business school began.

Coming from a non-traditional ‘quantitative’ career such as veterinary medicine, I was keen to bolster my familiarity with the core MBA curriculum and came across the Smartly app. Instantly drawn into the simple, immersive, bite-sized, and beautifully presented lessons that had a fun, game-like feel I found myself a dedicated user, powering through all of the available lessons and eagerly awaiting any new material developed by the Pedago team. It was, therefore, an easy decision to put my hand in my pocket and pay for the service* when the full version went live. It was that good!

Fast forward to earlier this year: I finally had that which I had been fixated on for so long: an offer from a top school! So what I did next took a lot of thought…

I turned my acceptance down!

The principle reason for this huge decision was simply the prohibitively inflated cost of studying for an MBA, with my projected expense easily looking to be in the region of $120,000 once the $90,000 of tuition was added to reasonable living expenses. Whilst it is no secret what the cost of an MBA is when students apply, such numbers seem unreal until such time that you are staring at a loan agreement. ROI uncertainty and the realities of staggering debt to pursue my dream aside, I had to really ask myself if there was another way to obtain the same level of top MBA knowledge without bankrupting myself. Smartly once again came onto the scene offering a full MBA degree, with its clear curriculum, simple and intuitive interface and impressive catalogue of ever-expanding content. Oh, and it’s significantly more attractive price tag! With my application submitted I now eagerly await their decision on whether I shall be one of those admitted to their new online MBA.