How ‘Big Data’ and Analytics fit in the classroom 2017 AAA Regional Greeting / announcements – whatever is pertinent to this point in the presentation. [next slide]

How ‘Big Data’ and Analytics fit in the classroom Let’s simplify this presentation. Define “BIG DATA” First, let’s simplify this presentation. [next slide]

What is ‘Big Data’, REALLY A marketing term Used in sales “scare” tactics. A, purely, technical topic Only dealt with in an IT world. Just in the eye of the user ‘BIG’ when it’s a P.I.T.A. The INDUSTRY says “BG DATA” has the three Vs - VOLUME, VARIETY, VELOCITY Sometimeas I think it is some database companies term for “how fat is your wallet? Volume? Gb? Tb? Pb? HOW MNY, to go from DATA to BIG data? Variety – 2, 3 ,4 datasource? When does it go from data to BIG data? Velocity – bytes, records, transctions per second? When does it go from data to BIG data? To complicate it even MORE – what combination of these is needed? 200 PetaByte static database is HUGE – no new data – 1 source. Is VOLUMNE – 0 variety and 0 velocity Big data, is SUBJECTIVE. SO, I CHALLENGE YOU!!!!! Think of BIG data like a BIG idea – it has VALUE. You have BIG data if you use whatever you have to change the world – to make it a better place! The term is used by sales people to scare clients into new / innovative (based on wallet size) solutions. In reality, it is a HUGE / TECHNICAL topic, and VERY FAST moving! What you could teach, now, is outdated in 60 days. Data is only ‘Big’ when it is a P.I.T.A. to you. ( “Pain.In.The. [pause] Analysis” ) It does not belong in the classroom, other than the understanding of the above. [next slide]

Analytics in the classroom For today, our ‘analytics’ will be associated with data visualization. Data Visualization: The ability to SEE, and UNDERSTAND, data, using methods to make the understanding quick, and accurate. What’s left is analytics in the classroom. that needs to be our focus! For the “analytics” part of this, we define it as the data visualization part of the process. Data Visualization: The ability to SEE, and UNDERSTAND, data, using methods to make the understanding quick, and accurate. And, while we are at it, we’ll add A7 accreditation to the mix! [next slide]

YES!, Let’s include A7 !!! There are SIX parts to the A7 accred process COLLECT the data – STORE that data – MINE the data – ANALYZE the data – REPORT findings – via VI. SHARE the data – NOTE I show SHARE at each of the top four levels. Sharing results of the final results is nice. Sharing everything, along the way, allows for others to be part of the process = better results! Let’s look at each, in the classroom! [next slide]

Analytics (& A7) in the classroom COLLECT TO MAKE STUDENTS BETTER EQUIPPED FOR THE OUTSIDE WORLD, THEY NEED TO: Know how to collect data. One approach – assignments to research 1 or more companies & find data to that allows analysis of some agreed upon topic. GOOD SOURCE: WWW.MERGENT.COM for accounting data. Balance Sheet, Income Statement, Cash flows etc. for SEC filing companies is available, historically. Students learn some of the complexities in reformatting data for analysis. [next slide]

Analytics (& A7) in the classroom STORE (data model) & Share 2. They need to know how to store data. This is a data model issue! [next slide]

Here is a typical simple data model. Equate to electrica drawing as tory! Do NOT teach this – Teach the COMPONENTS

Sales Detail Calendar Customer Product That big chart is nothing more than LOTS of these

PIVOT to make data usable

Analytics (& A7) in the classroom MINE and Share 3. They need to know how to mine data. ANSWER THE QUEStiONS YOU DON’T KNOW TO ASK!!! No more BIAS in the answer! ‘Mining’ the data brings up multiple possibilities. Sophisticated ways are “R”, SPSS, SAS. LEAVE THESE to the Stats classes Less sophisticated, but still a great approach is to let students “Play with the data” – try different looks at the data to find issues, opportunities, insights, anomalies… Tableau is a great tool for this [next slide]

Analytics (& A7) in the classroom ANALYZE and Share 4. They need to know how to analyze data. Two approaches to analyzing data. 1. Start with questions and look for answers. Make certain your own bias does not go into the question (happens way too often!!!!) 2. PLAY WITH THE DATA – look at as many possibilities as you can – being open minded about what you might find. Again, Tableau is a great tool for either process. [next slide]

Analytics (& A7) in the classroom REPORT and Share 5. They need to know how to report results. Unless you are “King of Planet Earth” you might need to “sell” your findings to someone up the line. The single biggest complaint heard from businesses hiring recent graduates “The have no people skills! Many would rather do the interview via text messaging!”. STUDENTS MUST HAVE GOOD PRESENTATION SKILLS TO SUCCEED IN BUSINESS. Recommendation: Give a little extra credit for students the join Toastmasters, and attend a few meetings! [next slide]

Recommendations Join the Tableau for Teaching program Free software / training material for students / professors Give students incentives to join Toastmasters Good presentation skills are critical! Download the Tableau Mergent workbook ! www.bialytics.com/AAA.html Finally, some simple recommendations. Join the Tableau for Teaching program – you and your students get free software and materials to help in you efforts. Encourage (bribe?) your students into joining Toastmasters. You will see a difference in those students! We’ve made a sample Tableau workbook available - includes ten years of financial, for multiple companies, for 10 years of filings [END]

Group Activity

Robyn Raschke Chuck Hooper Contact Information Robyn Raschke Robyn.Raschke@unlv.edu Chuck Hooper chooper@bialytics.com