Gary’s Blog

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