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On informed choices and the invisible hand.

The eight trigrams
The eight trigrams (Photo credit: Wikipedia)

 

I had an interesting discussion today on choice and fate.

A friend asked me if I thought my book was already written and I was living it out, or if I felt like I had a say in what happened. I think that we are entirely choice based beings, and that the decisions that we make lead to the outcomes we enjoy or despise. We often don’t predict the outcome effectively, and are surprised by the result, unless we have experienced success or failure in that situation before. We might not even learn from our previous experiences, but as we experience more, we can at least expect a certain outcome.

How do you read a book, listen to music, or choose movies?

English: Photograph of Roku XDS player with re...
English: Photograph of Roku XDS player with remote. (Photo credit: Wikipedia)

For instance, when you open Netflix, and look at the recommended movies, called “Top Ten for John”, the suggestor is an algorithm based on your previous choices. Because of the many people in the system who have made choices either more similar or more different than yours, the system can more effectively predict what it is that you will enjoy. Recently, on my Roku instance of Netflix a new line started showing up with random picks. I sometimes stumble upon something interesting there, and am happy for the option, but I am far more likely to find something interesting in my “top 10 for John” list.

Do you believe in an invisible hand of fate?

There is a theory in decision-making called the invisible hand, the idea that people can be categorized in two ways: Those who believe that there is an invisible force at work that influences outcomes, and those who feel that they have most of the control in their outcomes. I firmly land in the latter group. There is a certain satisfaction, even in disaster, in knowing that it was my choices that led me there, because it allows me to make other choices to remedy or counteract it.

Are you lucky? Are you fortunate?

Good Fortune
Good Fortune (Photo credit: lucianvenutian)

I have often said that I am fortunate, reluctantly, because I don;t really believe in fortune. Luck, to me, does not exist. I believe rather that you work to set yourself up strategically for the best possible outcome, and when and if it comes, it’s because you were in the best possible situation for that to happen. I have found money on the sidewalk, and someone might say “That’s so lucky!” I would say rather that it was a good decision to get out and take a walk today. The two points of view are very different.

How does the I Ching work?

I once had a long argument with a pseudo-Buddhist about the idea of embracing chaos as a means of decision-making. I asked them how they decided what to eat that day, how they chose to get from one place to another, and how they came to the realization that they wanted to go there. They explained that those decisions were not so much chaotic as influenced by sources like the I Ching (yee-jing), a book of prophecy and fortunes based on randomness from the tossing of coins or pulling of yarrow stalks. I studied the I Ching as a part of my understandings of decision-making, but in the end I found it to be more about screaming into the night and expecting a valid response than any kind of assistant to my questions. This is with all due respect to the idea, which is a beautiful one.

How do you come to truth?

Fact_001
Fact_001 (Photo credit: dgray_xplane)

In getting to know someone, I often ask some key philosophical questions, key among them this: How do you come to truth? I want to know where someone finds a way to recognize what’s true. I want to know if it’s because they researched it, because they heard it from a friend, or because they just feel that way. I want to know how they begin to make decisions, how they come to a well-rounded philosophy about life, and how they live. It’s a powerful question. For me the answer lies in nature, in research, in fact, and my experience. I may not have the final truth, but I have a comfortably close facsimile.

 

 

 

 

 

 

 

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Technology and the Arts: On getting started with Scratch

So, Brian Kelley and I did the third installment of Technology and the Arts, our weekly/seasonal podcast that focuses on the connections between technology and art. I thought it was one of our better shows, low on glitch, high on value. Please visit https://www.youtube.com/watch?v=Hwg8Pl-qWSc?t=30m50s where I give a brief demo on MIT‘s Scratch project, a block programming platform for games, art, animation, and more. It’s targeted at kids who want to jump right into programming, but I find that it’s a great platform for any age to work out programming ideas. In the demo, I show you how to get to it, what a project looks like, how to open it for editing, and how too find other projects. Please visit the video in its full form to hear us talk about the rest of our topics, which this week included Google Easter Eggs, a great podcast called It’s a Thing with Molly Wood and Tom Merritt, Jay-Z‘s Picasso Baby art happening as video, and more. Like, subscribe, and find the rest of our online presence at the youtube page.

If you liked this post, please consider subscribing to this site by using the subscription form at the bottom of this page. Maybe Facebook is more your thing? Like our Facebook page at the bottom of this page. We’re also on Twitter, Google Plus, Pinterest, and other social networks listed at the top of this page. Please like, comment, and share if you found this post useful, interesting, or kind.

 

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Making Sense of the Google Chromebook (September 3rd in Ewing)

“Making Sense of the Google Chromebook” Free Computer Program September 3

20110805
Color study (Photo credit: lemasney)

Ewing, NJ:   “Why would I want a laptop that only runs a browser?”  This is the critical question New Jersey technology consultant and graphic designer John LeMasney will explore when he presents The Computer Learning Center’s newest, free Computer Tips and Tricks program on Tuesday, September 3.   “Making Sense of the Google Chromebook” will begin at 2 p.m. in the Ewing Senior and Community Center at 999 Lower Ferry Road. It will be preceded at 1:30 p.m. by a question and answer session during which the audience can direct computer questions to the CLC’s all-volunteer faculty.  Both programs are free and no prior registration is required.
            “Come learn why I stopped carrying around my MacBook Pro and exchanged it for a Chromebook, Google’s low-cost laptop that runs just one application,” says LeMasney. “Chrome begins to make a lot of sense when you look at several converging factors, namely, the increasing availability of high-speed connectivity, the emergence of applications and cloud-based services for real-world functionality, and the ability to stay connected in rather light ways.  I plan to look at both why the Chromebook works for me and the incredible power of this platform, but also why keeping a MacBook around still makes sense for some things.”
              John LeMasney describes himself as an artist, designer, technologist, and consultant whose passion is to help people use technology in sensible ways to enhance their work and life.   His career most recently included work as Manager of Technology Training at Rider University where he assisted faculty, staff and students in integrating technology into their work, classroom, and extracurricular activities.  A Fine Arts graduate of the University of the Arts in Philadelphia, he holds a Master of Arts in Organizational Leadership with distinction from Rider University, as well as LPI Level One Certification in Linux Administration.
       The non-profit Computer Learning Center at Ewing, which sponsors the Computer Tips and Tricks programs as a public service, also offers a variety of PC and iPad computer skills courses for adults in central New Jersey and eastern Pennsylvania.  For further information about the September 3 program, courses or directions, call 609-882-5086, 609-883-1776, Ext. 6205 or visit the CLC website at www.clcewing.org.

[flexiblemap address=”999 Lower Ferry Road, Ewing, NJ”]

 

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Teaching Scratch Training: Getting started with Block Programming

On Teaching Scratch Training

This afternoon, I taught some young, bright people how to get started with Scratch, MIT’s block programming application, at Princeton Public Library. Scratch training is a regular offering there. Block programming is a ‘lego-style’ approach to programming where you drag and drop functions from a predetermined set to develop a program. For example, you can have a character, called a sprite, dance back and forth on a canvas, jump when you hit a key on your keyboard, and flip when it touches another character.

Scratch Training (Photo credit: Wikipedia)
Scratch Training (Photo credit: Wikipedia)

Over a few weeks, I’m going to introduce the basics of Scratch, using their own great tutorial resources. My focus was their Scratch Cards, simple tutorials that allow beginners to quickly gain an understanding of things that you can do. http://info.scratch.mit.edu/Support/Scratch_Cards

Richard Stallman
Cover of Richard Stallma

I was particularly excited to share the easy way in which you can look at other Scratch projects that other scratchers have shared. You can visit those projects and play them as they were programmed, but you can also open them up in the editor, save a local copy to your own projects (called remixing) and begin making improvements of your own. I do this all the time in order to build upon the work of others, perhaps the key benefit of open source software, a key idea celebrated by Scratch. It makes sense that MIT manages this project, as Free Software and the idea of openness and transparency in software was born with MIT’s own Richard Stallman.

Next week, we’ll be coming back to share the projects that we came up with to explore how we can each use Scratch to scratch our own itch. Can’t wait!

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An introduction to Arduino, Raspberry Pi, and open source hardware.

At 7 pm, on Monday August 5th, 2013, I’ll be at Princeton Public Library, I’m going to be giving an introductory overview of open source hardware, the Make movement, and the ideology of openness. In particular, I’ll be talking about Arduino, Raspberry Pi, and related hardware projects.

(post event note: Thanks to everyone who came out, and here is the link to the presentation)

Arduino is an open-source electronics prototyp...
Arduino is an open-source electronics prototyping platform based on flexible, easy-to-use hardware and software. In other words you can build all kinds of cool shit with it. And yes, you can program it with Python 🙂 (Photo credit: Wikipedia)

The Arduino is an electronics learning platform. The instructions for how to make one from scratch are freely available, which is why it is considered open source hardware, though many people find it far easier and supportive to the platform to just buy one. You can get them at your local Radio Shack. Once you have it connected to a computer, you can begin to program it or run programs that others have made for it, called sketches. The key idea with Arduino is that you program it to accept input from sensors or scripts, and to produce output in the form of light, sound, and other signals. With this basic idea, you can use the Arduino to solve little problems like knowing when the Dryer has stopped, feeding your animals reasonably while you are away, or making sophisticated environment based games.

Raspberry Pi
Raspberry Pi (Photo credit: tkramm)

The Raspberry Pi is perhaps a simpler idea for the uninitiated: a computer capable of doing most anything your laptop, desktop, tablet or phone can do (given the monitor, keyboard and mouse) available for $25-$35 dollars, depending on model. Because of the incredibly low price but relatively strong computing power, you can use the Pi to do all kinds of interesting things that you would not consider doing with your desktop or laptop machine. Running home automation, media servers, dedicated graphics workstations, an email terminal, a streaming media interface for your TV, and much more.

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Google Analytics and targeted campaigns.

Hi, all! This week, I have some interesting projects going on, and I wanted to share them with you and invite you to join me.

On Monday, July 22nd (and 29th), 2013, I’ll be starting a two part class on Google Analytics at Princeton Public Library. This is my first opportunity to talk publicly about the power of GA, and I’m really excited. This series will be focused on getting started for beginners, but if you are like me you know that even seasoned experts learn something new in a beginner’s class, so please come out and join us from 7-8:30 in the Tech Center at PPL.

Google Analytics v2.0
Google Analytics v2.0 (Photo credit: vrypan)

Google Analytics is an insight engine. By adding a little bit of javascript to each of your pages in your site, you tell Google to track activity on your site that can lead to insights about your content. Because you can learn where your audience is viewing your content from, you can tell if you need to focus more on local content or remote content. Because you can tell what your most popular content is, you can focus on the issues that matter to your audience most. Because you can track which pages are being visited specifically, you can learn how effective a particular link or advertisement is or not. These are just a few of the things that you can do with Analytics, but over the next two weeks we will learn many more.

I’m using Analytics in work with a client right now in order to tell if a particular ad campaign is effective or not so that they can focus their money and energy in the most productive way.  If we are using two different methods or advertising channels to get people to take the same action, let’s say to click a link or watch a video, we can tell easily after a week of clicks which method was more effective and by how much. We could also look at visits in two comparative time periods to see if one method was more or less effective than another during a particular month or season. Outdoor advertising might not work as well as other methods during a very cold winter month, for example. With Analytics, we don’t have to guess or assume that to be true, we could deduct that from the data.

If this is interesting to you, please consider yourself invited! If you’d like to see what other classes and content I like to teach, or if you’d like to have me come to your organization to speak or consult, please visit the Presentations and Topics page.