Do we need physical textbooks?

After an 18-year hiatus from teaching, I had the chance to teach an applied statistical techniques course this past spring. Feedback from the students was mostly positive, and the negative comments were expressed as constructive criticisms which I found insightful and actionable. For myself, the overall experience was positive, and I’m looking forward to building on the work and teaching the class again next year.

Along the way, I’ve also been tackling some data analysis problems using R, and a common theme has become apparent between teaching the class and my work—textbooks are obsolete.

For the course, only online materials from two sites were used as “required” readings, and except for the one weekend when the host website for one of the online books went down, there were no issues. (This did cause some stress, and fortunately, the site had provided all the material for download; however, the possible need to distribute this material made me temporarily question my selection of using only online materials.)

The other primary reading for the course is using a relatively new format called Bookdown. If the platform sustains support from the developers, this may revolutionize the way technical books—especially textbooks—are published.

When looking for a “book” on forecasting, I was pleasantly surprised to find a resource that had both a physical copy (available on Amazon, of course) and an online version. And while the theme for this new book was distinct, at the bottom of the page, there was an acknowledgment “Published . . . with bookdown,” which was the same method as the book above.

In addition to online books, online videos (mostly hosted on YouTube)  are providing content on implementation. Need an example of how to implement that function call in R? Someone has probably recorded a demo on that very topic. In teaching the class, I felt less like the disseminator of information and more like the curator—presenting content in an organized manner that allowed the students to gain new knowledge and skills.

I still buy books and having an option to buy a physical copy is definitely a plus, but it’s quickly moving away from being a requirement. It has never been easier to learn something new.

On being a professional problem solver

I spent one morning on a recent weekend with my oldest daughter at the Tracy Aviary here in Salt Lake City. I never considered myself a “bird” person; however, my daughter’s academic interest in animal behavior has sparked a before unregistered curiosity. Recently, a new space for Kea’s was opened giving the birds a large area and visitors a much better chance to observe their behavior. Kea’s are an olive-green parrot from New Zealand; I had read they were good problem solvers, but I had underestimated what this meant.

During our recent visit, the staff assembled close to a dozen puzzles built using everyday household items–PVC pipe, plastic containers, balls, etc.—each one designed to be solved with the reward being treats falling out when successfully disassembled. As the staff member worked, the Kea would immediately take to solving the puzzle. But here is the strange part—the Kea didn’t eat the treats. He went quickly to the next puzzle. The reward wasn’t the treat, but releasing of the items from captivity.

The reward was solving the problem.

When asked to describe “what I do,” I used to respond that I was a “professional problem solver.” Although my academic background is chemistry, it’s been quite a while since I worked in the field.

As a professional problem solver, it is easy to get caught up in the excitement of tackling the most current—often urgent—problem. Behaving just like the Kea.

It’s taken time, but I no longer jump into problem-solving mode at the drop of a hat; I have found looking for meaningful impact to be a more meaningful reward. I wish I had learned this early in my career.

While solving an isolated, single problem has immediate rewards, working on a problem that has impact takes time and requires multiple steps and is part of a comprehensive strategy (i.e., the solution is part of a BIGGER problem). After all, the first part of any good strategy is diagnosing the problem—we don’t design strategy around non-problems.

While we can be amazed at the problem-solving skills of the Kea, make a point not follow his example. We don’t want to be trapped solving problems for rewards that we don’t need—rewards that don’t have an impact.

We don’t want to get caught up in the high-tech version of busy-work.

My current professional role is much easier to define; however, I still consider myself a professional problem solver—a professional problem solver who seeks problems that when solved will have a meaningful impact on either my organization or the individuals I get to work with.