Visualising random variables • Hacker News Board

Re: Visualising random variables

#11

Post by Bromskloss » Thu, May 19, 2016, 3:21 PM UTC

kmm wrote: post #6

laingc wrote: post #3

Earlier quoted context omitted.

I'd just like to draw attention to this comment: > The author seems new to webdesign. The author of the post is Terry Tao, one of the greatest living mathematicians and recipient of the Fields medal. I imagine that he may indeed be somewhat new to web design, however I doubt that learning it is high on his list of priorities. EDIT: No snark intended here, by the way. I thought the context of who Tao is was important.

The mathematician in me is somewhat relieved to see there are some things I'm better at than Terry Tao :)

I see. You mean mathematics and web design.

Re: Visualising random variables

#12

Post by GFK_of_xmaspast » Thu, May 19, 2016, 4:18 PM UTC

justifier wrote: post #9

shas3 wrote: post #8

Earlier quoted context omitted.

Most post secondary math, especially proof-oriented abstract math- analysis, topology, abstract algebra, probability and measure- all the kind of stuff that Tao probably teaches- really cannot be visualized with modern technology and relies more on pen-on-paper/chalk-on-board walkthroughs. In that context, Tao is spot on that modern tech is of little use in exposition.

how does that logic follow i feel fairly confident that anything you do on a chalk board i can do on a computer, unless you can offer an example of what you mean by 'cannot be visualized with modern technology ' also, my comment spoke directly of what i think you are referring to in using the word 'exposition'.. perhaps you meant 'extempore'? why does the academic system think, assume, require andor expect their prof…

The interactivity and dynamicism of the chalkboard can't really be reproduced in ppt or pdf. Go look at some MSRI videos for example: http://www.msri.org/workshops

Re: Visualising random variables

#13

Post by justifier » Thu, May 19, 2016, 5:48 PM UTC

GFK_of_xmaspast wrote: post #12

justifier wrote: post #9

Earlier quoted context omitted.

how does that logic follow i feel fairly confident that anything you do on a chalk board i can do on a computer, unless you can offer an example of what you mean by 'cannot be visualized with modern technology ' also, my comment spoke directly of what i think you are referring to in using the word 'exposition'.. perhaps you meant 'extempore'? why does the academic system think, assume, require andor expect their prof…

The interactivity and dynamicism of the chalkboard can't really be reproduced in ppt or pdf. Go look at some MSRI videos for example: http://www.msri.org/workshops

i shutter to think that someone assumes if i say i use a computer to collaborate on mathematics research they think i mean with either powerpoint or pdfs?!?

'interactivity and dynamicism of the chalkboard' reads like laughably obstinate bias

http://acko.net/blog/mathbox2/ is a great example of what interactivity and dynamicism really can be

https://hn.algolia.com/?query=acko.net&sort=byPopularity&pre...

your msri videos are perfect examples of what i think is wrong with academia

one person standing in front of a group of silent onlookers making incomprehensible scribbles on a medium that the onlookers are unable to interact with or permute

then to take that presentation and put it online raw and unedited

i picked a random video: https://www.msri.org/workshops/705/schedules/20915 ; feel free to watch its 51 minutes or skip around.. i challenge anyone to go jump straight to minute 9 and read what is written there, i have worse handwriting than this professor and i know you would be unable to read this comment if i were required to write it by hand

how much of the video is actionable information?

how much time is the viewer just sitting, silently, waiting for the professor to finish writing words just spoken? what benefit is there for me to watch someone as they write?

http://www.3blue1brown.com/ is a great example of well edited content

i'd rather professors make edited versions of their intended presentations, give them to students, and then this lecture hall could be filled with conversation and imagination stead the sound of chalk being dragged across slate