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Bridging the Digital Divide: How Oracle Academy is Transforming Technology Education in Africa

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内容由Oracle Corporation提供。所有播客内容(包括剧集、图形和播客描述)均由 Oracle Corporation 或其播客平台合作伙伴直接上传和提供。如果您认为有人在未经您许可的情况下使用您的受版权保护的作品,您可以按照此处概述的流程进行操作https://zh.player.fm/legal

In this episode host Bekere Amassoma speaks with Annick Sakho, Director, Government Affairs Africa about today’s rapidly evolving digital landscape and how access to technology education is a crucial factor in driving economic growth, innovation, and job creation.

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Manage episode 472048782 series 3561447
内容由Oracle Corporation提供。所有播客内容(包括剧集、图形和播客描述)均由 Oracle Corporation 或其播客平台合作伙伴直接上传和提供。如果您认为有人在未经您许可的情况下使用您的受版权保护的作品,您可以按照此处概述的流程进行操作https://zh.player.fm/legal

In this episode host Bekere Amassoma speaks with Annick Sakho, Director, Government Affairs Africa about today’s rapidly evolving digital landscape and how access to technology education is a crucial factor in driving economic growth, innovation, and job creation.

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In this episode host Lorna Juma speaks with recent construction management graduates, University of Nairobi, Lewis Miringa and Joyce Ojamong about real-world applications of P6 in construction projects. Learn how Primavera P6 has shaped the careers of two recent Construction Management and explore the increasing role of tech in construction. ----------------------------------------------------------- Episode Transcript: 00;00;09;02 - 00;00;36;01 Welcome to the Oracle Academy Tech Chat. This podcast provides educators and students in-depth discussions with thought leaders around computer science, cloud technologies, and software design to help students on their journey to becoming industry ready technology leaders of the future. Let's get started. Welcome to the Oracle Academy Tech Chat, where we discuss how Oracle Academy prepares the next generation's workforce. 00;00;36;03 - 00;01;13;20 I am your host, Lorna Juma. In this episode, I am joined by Lily Smearing and Jasper Jamal Rees, recent construction management graduates from the University of Nairobi. Join us as we hear their stories. Learn about, how Primavera P6 has shaped their careers and explore the increasing role of tech in construction project management. Whether you're a student, educator or professional in the construction field, this episode will offer valuable insights into the practical impact of P6 on construction projects and career growth. 00;01;13;22 - 00;01;40;16 Welcome Luis and Joyce. Now, to start off. Can you give me a bit about your background and the respective courses you undertook? Joyce, I'll start with you. Thank you. Lana. I'm so grateful to be here. My name is just a general environmental graduate and construction management graduate from the University of Nairobi. But until recently, where I am currently practicing as a scientist. 00;01;40;19 - 00;02;05;11 Data. So, I basically monitor on project site activities. Thank you. Luis. Thank you, Lorna. My name is Luis meeting. I am a graduate from the University of Nairobi on pursuing construction management. Currently working on Junior Challenge development at city. We also are developing a lot of seating data. Thank you so much. And Leo is just, to have that conversation. 00;02;05;14 - 00;02;31;29 How did you first hear about the Oracle Academy program and its inclusion of Primavera P6? Thank you. My first introduction when I came to learn about Oracle Academy was through creation. This is a student body in full construction real estate student association at the University of Nairobi. Faculty in the Built Environment and at the Department of Real Estate Construction Management and quantity serving. 00;02;32;01 - 00;02;59;12 So, I will part of the students conceived and then time which is the regression body. And the part of the initiative we had wanted to do is have also invited people who can be relevant when they graduate out in the industry. And how do you do this? Is, well, one of the ways is equipping these students with skills that actually in the industry. 00;02;59;16 - 00;03;30;12 So, part of what we're using construction is, Scheduling software. Scheduling software. So, we did that bridge broken. Think the country director. We need what I've been doing, which was well-received. They invite us a meeting them we this class with these. So, when we got there, it was like, let's get into what happened. We came to realize that these are being part of. 00;03;30;14 - 00;04;06;05 And there's a lot of an academy that offers these courses on products that Oracle offers. So, we got there, learned about. The curriculum they do offer and part of it was to have the university, partner with Oracle and get us to have account. So, though I will share the content. We were able to initiate this partnership. The university was already done was giving an account a member account where lecturers are able to sign up students. 00;04;06;07 - 00;04;36;06 Now students get to their own instances, but accounts for these accounts so they are able to access these curriculums. In on the afternoon. So, through this, I was able to learn more about D6, pretty much about the project management curriculum. Good. Even, attempts to download the BC software as a student version. Practically use it. New scenarios I need, which is really amazing. 00;04;36;09 - 00;05;10;09 And that was my first experience. And we the analytics and, thank you so much for that story. So just moving on to you. What motivated you to enroll and learn about this specific tool? And that is Primavera P6. Thank you, Lana. So, my first experience with P6 is from the Python version. So just talked about, with organized our actual training by P6, we were made aware that this is a tool that is widely used in the industry. 00;05;10;12 - 00;05;33;01 So, that motivated me to learn more about putting my video pieces as well as the resources that you provided, that Oracle provided. You were able to get tutorials from the student home and it able also be gained a certificate after the training sessions. And, just having the available resources for you to go through was motivation enough. 00;05;33;02 - 00;05;57;07 And I'm so grateful for that opportunity. How has gaining, Primavera P6 skills given you a competitive edge during your job search? So, during my job, such, there was an opportunity of, site coordinator in a construction site, and I was called for an interview, and they were looking for someone with a vast, project management skills, in particular. 00;05;57;07 - 00;06;23;09 Skills. Link. And since Primavera P6 is a skills link tool. I got to be. I was asked more about it. And the skills that I had and the knowledge that I was able to explain the cost aspects, there's considering aspects, the resource management aspects and that, let me get the job opportunity. And now, Lois, moving over to you. 00;06;23;11 - 00;06;54;04 Can you share specific examples where these skills helped you stand out or secure an opportunity? See what I can mentioning. And it's really nice when somebody asks you something that you are really conversant about. So, when I was actually attending the interview, I was asked, to give a scenario on how you would allocate resources to an activity and how will you know you, and I'm not, resources already located. 00;06;54;09 - 00;07;21;20 This is the kind of questions where you, you actually see deadlines and, and answer them because, but back in school. Oh, we interacted in the P6 till about scheduling. And so, and you are really, really conversant about it. So, it's, it's, it's a question that we answer in confidence. You even give a practical scenario of how you will schedule unit, which is actually what I need. 00;07;21;22 - 00;07;46;15 And I know it pretty much. And I am employed and another scenario, after working there for some, some time, we were actually sent to an did it for a crash program, which is also a concept in P6 when you are really lagging behind in the in, in, in in the scheduling in in addition, you know, the credit, you have to come up with a crash program. 00;07;46;20 - 00;08;19;10 Are you interested in activities and catch up with the lost time. So, part of what we were tasked to do is come up with a crash program. And if, we were given timelines when given due process and asked to come up with a schedule of how you are going to complete these tasks, which was handing over units, but 48 of them in in a period of three months, something you interact with it, you do it. 00;08;19;12 - 00;08;51;22 Because you understand it, which is actually what I need. And, turned out to be successful. So, it is it is something that is applicable out here. As much as you learn, it is good. So, what I'm hearing is a lot of, importance of academia, industry collaboration, which, you know, gives you access to industry tools. And once you are conversant with them, you know, you get a lot of confidence, gives you a differentiating factor, even when you're applying for jobs, even when you're undertaking the interview. 00;08;51;25 - 00;09;20;04 Great. Thank you so much. Now, Joyce, now that you started working in the construction industry, how are you applying Primavera P6 skills in your daily task? You learned so much that, you find that in large construction projects you have multiple contractors, multiple contractors with different tasks that, they have we have to schedule them in a way that we don't lose time as we go along the projects. 00;09;20;06 - 00;09;45;23 So daily, we schedule activities. Primavera P6 provides a work on structure. So, you want to group your activities into smaller tasks and then to be able to schedule them appropriately, allocating enough time for all the contractors. The other thing is you can monitor progress as you go along. So, you monitor progress against what was planned. 00;09;45;25 - 00;10;13;01 And that way you're able to manage time along that project. You manage cost, you know, when you extend your time plans, it comes in extra extrapolate. So, management of the project items is made using the Primavera P6. And Lois, moving over to you. Can you share, specific projects where you've used, P6 to manage timelines, resources or budgets? 00;10;13;06 - 00;10;52;04 Okay. And as I've mentioned before, it was vital, fresh program. Vital was a project that was apparently pain changing and we had to put some good input, some efforts to be able to catch up with time. So about, P6 it's a software that involves a long-term planning, budgeting and even risk analysis when it comes to, the planning aspect itself and the scheduling you get to, you get to when your activities, what breakdown structure you sequence activities inside that. 00;10;52;08 - 00;11;15;20 Then in these activities you want to assign resources to them. Once you assign resources, you are able to track at any given specific time. Is the project actually running behind schedule? And if it is and running behind schedule, which activities are, making it lag behind? And in terms of cost, at least you can budget at any given specific time you can do to pinpoint these projects as of budget. 00;11;15;27 - 00;11;35;03 And if this is its budget and if it's not, if it's not by budget, what is bringing the total to the cost? I was able to pinpoint and say these and these activities are the ones which are costing us. And what can we do to be able to, to, to keep that amount that has been brought about as an overall. 00;11;35;05 - 00;12;25;21 So these are some of these schemes, some of the things that a business does when it comes to the part of the risk analysis, it is something, really amazing because, for the other or many, scheduling software, the interacting with the impact of risk analysis actually fall into this things, which is really amazing in, in a case where you can be able to identify, risk even as an it's really amazing, an instance I can give these thing, we go the procurement department and we have, we have the procurement department, we have the engagement to work to anybody, the procurement department to get materials for the guys and see we have 00;12;25;23 - 00;12;49;20 some materials, some inputs that are supposed to arrive. And this month. But no procurement gets a message but realize or they get some idea that this content is not going to arrive this month due to delays expected and whatever achieved in that month. This information is very critical not to procurement, but to the guys in the field. This comes as a risk. 00;12;49;27 - 00;13;14;16 So, in P6 you're able to raise this risk because in the field this is you guys able to identify each stage. Just be able to know which does depend on this risk. And what is the impact of this risk to the overall schedule. How is it going to impact our delivery. These are some of the skills that you get to practically engage with during you interact with P6. 00;13;14;19 - 00;13;43;17 And as you can see now when you come out in the field, they are quite applicable. So, my experience we in Primavera P6, we are able to generate a procurement schedule. So, in a program. Excuse me, let's take an example of Alto for example. And so, we have two good time games for certain tasks. So, for example we need like the latest bid for active technical submittal the latest date for that submittal to be approved by consultants. 00;13;43;19 - 00;14;09;02 We have the latest date for example delivery to site and its approval. And after that now after the approval of the sample, then we do now go to manufacture. And you find that some are important. So, they have like a long-time leading period. So, the Primavera you're able to check these durations and able to serve and able to know where the risk is. 00;14;09;02 - 00;14;34;26 And so, you want to serve them at the right time. So, we are also Primavera B6. You like schedule? Adjusting time delivery for installation so that we won't have problems of storage issues on site, for example. And so, this is just more of a scheduling tool helping to solve the procurement issues on site. The other item I wanted to talk about is health and safety risks. 00;14;34;29 - 00;15;08;00 So, scheduling again, you know, able to serve any health and safety risks that, you see that the project might face. So, for example, a high-risk activity might be working on tight. So, you do want to schedule another activity and, what, work on tight activity. So, when someone is working at a scaffold at a height in the event scheduling and you us just below it because that is a ready and safe for their work. 00;15;08;09 - 00;15;33;26 So, with B6, you want to know, and you want to tell this and schedule it appropriately. And then things would be like, vehicle movement on time, you know, and teenagers where it's not safe working on a particular road, for example, at eight on the construction site. So, you could do lead to when there are no deliveries on site, for example. 00;15;34;20 - 00;16;03;02 So, it's more of a scheduling, thing that serves the risks of the project, helps you identify the risks and be able to come up with mitigation measures. The other thing I wanted to talk about is how because you can get customizable components from P6 so that to you want to present presented, in meetings. And you're able to make decisions so you can just track the project as you go along. 00;16;03;04 - 00;16;46;18 Yeah. Just quick mention about a mode that are driven decision making for even for the part of the resource. When you are allocating resources to activities, P6 is able to be somewhere you can be able to actually view this resource is actually over utilized. And you cannot assign another, another, another task. They're not assign this resource to another task at this moment, even in in in the in the concept of portfolio management, you can be running a project and say you need to accompany running three projects that I will and the assignment be shared services that a company uses to it's able to detect tell you that this resource is seems to 00;16;46;18 - 00;17;12;13 be available, but it is overly utilized in order to able to even be able to allocate resources. Space means able to know anything. You need to add more resources without issue. So, you have enough and, and also the aspect of collaboration and teamwork. When you look at, other scheduling software. It's such a feature that is widely available. 00;17;12;13 - 00;17;33;08 And then when it comes to P6 especially, you know, with the adverse mix to what happens in other cloud, you're able to work as a team if you're working on the same file but different people. Construction project is all about stakeholders. You have the design team, you know, the quality control team. You have those guys executing the tasks in the field. 00;17;33;13 - 00;18;00;16 But these people have to work on the same sort of one affects the job. So having a schedule in a centralized place where all these people get to play, but access is given depending on the level. And rather than having a file that is locally saved in the, in the, in the, in my computer where I need it, if I need some input from another person, I share it with him. 00;18;00;18 - 00;18;26;22 Then he does his own things. She has. It would be it's kind of an outdated thing now, which comes to an end to get we find out. You find like now it's kind of a beam environment. We are all working together, working on the same platform, scheduling. There, happy anything out there and information is readily available. It's something which is a practical and you, I'm using it. 00;18;26;22 - 00;18;57;03 I'm using about P6 joints. I feel like you have one additional point. Yes. How P6 helps in contact management. So, you find that, when multiple projects, they be in need of creating and integrated skills. And so, it would be important to tell all the other conductors at the, beginning of the project that the P6 selected by the integrated program created by P6 is the main point of reference. 00;18;57;10 - 00;19;26;09 So, if any contractor deviates from whatever it's in the scheduling, then they would, do they billable on that on, issues that they may have raised there. So, any notices can be tracked, notices can be tracked. And also considering the dependencies that you create using the notebooks where you actually do the activities to, be carried out at the same time or one after the other. 00;19;26;10 - 00;20;05;18 That's a very great tool with P6. So, with that being clean so you can manage big claims. Well and it helps in contact management, music and sort thinking. Thank you, Joyce Lewis. When, when we come to predicting what will happen in the future. This is something known as what if analysis. See, we are doing, a projection of we would like to bring these resources, and we would like to move in this direction, but we don't actually know what the impact of it would be to like we need to take this direction. 00;20;05;20 - 00;20;29;21 But now we want to know what the impact of will be taking this direction, something that somebody could analyze for many weeks. But when it comes to P6, because that that's what the analysis feature, we, if you have what was asked to tell you, you said they're going to complete in three months, but now he wants you to complete it in two months. 00;20;30;01 - 00;20;55;10 The big question is what you want me to do for you to complete in three months? It's a big question. Which is? Which has an answer. But now you need to analyze and know what needs to happen for you to calculate. Do they have so in P6 you can basically put us in that scenario or without creating a different file, you can be able to do this line. 00;20;55;13 - 00;21;15;05 You, schedule say and now create a create a scenario of if I add these resources, what will be the impact in the original stage, you'll be able to visualize each and even printed as I thought. So. So we know you can start. You say I need you to add meetings and this you can give me that, report generated from these for deep analysis. 00;21;15;10 - 00;21;37;21 You tell me that you can even answer like from a meeting. So, if you said I need you to add me, like, say it. If this plot and these plans to be to be added to my project, or I need these number of parcels and given to me for me to complete something, you've only done it. The what if analysis have seen these will be the impact on the project. 00;21;37;25 - 00;22;04;24 Something that is really amazing in in P6 and you're able to even create as many of this as you want. It's not limited on this. It is just so impressive. To hear how you gave a speaking, you know, and how conversant you are, with P6 and maybe I should just ask you guys when you graduated because, you, you studied, like, professionals who have been in the field for quite a while. 00;22;06;04 - 00;22;31;27 You know, is when did you graduate? Actually, I graduated the last year. September. That is 2020. Well, thank you, thank you. So that is September 2023. And, Joyce, what about you that did you graduate at the same time? Thanks to me, actually. Let me see also benefited in 2020 3rd September. We blend the experience how in the field. 00;22;31;29 - 00;22;54;12 That's really amazing. Thank you. Thank you all. And now, just moving over to the final question. If you could give one piece of advice, to faculty or even to your fellow students or, you know, I know you now graduates. So, it could be advice to faculty, students, or recent graduates, what would it be? Think you know what I'm really advice, advice. 00;22;54;12 - 00;23;22;11 My fellow students. Okay. My former students behind me who are still in school and who would really want to be in the industry, there's an analogy that goes on around people saying they are not jobs in the market. It's something which is not really true. What is really lacking the market is competent people who can actually do what the industry demands they do, and it is what will teach you the duty, but it's going to teach you. 00;23;22;14 - 00;23;54;16 So, what needs to be done? But now you need the practical bit of it. You need to understand Oracle is in the industry. They are offering so many solutions widely in it in, in in construction all over the they are offering solutions, and they are going and explain why Oracle Academy that is now willing to give resources to students, teach them about the solutions that are being offered in the construction in the aid industry. 00;23;54;18 - 00;24;16;26 So, it is an opportunity that students should take and run, and the University of Nairobi has, I mean by a country, but I don't I know there are other universities that do have it. So those listening to me or those students, well, who really wants to be in this industry, they should take it. Sign up to Oracle student. 00;24;16;26 - 00;24;43;12 Have get access to these materials. But that is how about an interaction. You know so yeah. And for those who made some not have it in their school, it is upon you as a student to take it up. As I have told you, Oracle feels like. So, it is people who are willing to say, yeah and you need to engage with you. 00;24;43;14 - 00;25;07;18 Yeah, they are even ready to give you resources free on this platform to be able to learn. So, students should really universities and faculty should really take up this opportunity to give students in these games and I think they will not be a better place even now if you as a student. Yeah, they will learn these things as teachers. 00;25;07;21 - 00;25;31;10 And so, this this student will be able to access the student tab. And that is through the institutions, just like you did through, the University of Nairobi and being available to you through your faculty members. Right? Yes. And so, as part of our final question, I would like us to touch on breaking, gender stereotypes in construction. 00;25;31;24 - 00;25;59;20 Joyce, as a woman in the construction industry, how has acquiring technical skills like chemotherapy six influenced your confidence and opportunities? In a traditionally male dominated field? And if you could give one piece of advice to aspiring, female students who would like to work in the construction industry, what would it be? Thank you. Nana. 00;25;59;22 - 00;26;26;03 So, acquiring the P6 skills has been a game changer for me. So, this create the skills as equip me with the ability to manage complex projects as I had mentioned. So, with multiple contractors, you would be scared to win the progress integral to get risks. So, it has been a game changer. And I think skills, especially being a male dominated, field. 00;26;26;06 - 00;26;59;29 So, it has helped me stand out proving that you just require the right skills and knowledge, regardless of gender. And additionally, to that, as, work as I said, coordinator, I'm also missing my second degree at the University of Nairobi, being Master of Arts in construction management. And that the university has also provided me an opportunity to assist in next hiring and, able to monitor my, the arrested identity that I'm currently working with. 00;27;00;04 - 00;27;27;07 So, I Shamli insights from the industry. I share my experience and, able to inform the students to build their confidence with the abilities that they have. They should not shy away being a male dominated field. They should, pursue more technical courses, acquire more skills on the technical bits of their industry. And there's also room for everyone in the industry. 00;27;27;07 - 00;27;54;03 So, guys should come join us in the construction industry then, which in my way, I think, improve your skills and definitely trying to thrive in the construction field. Yes. Thank. All right. Thank you both so much. Honestly, this has been, you know, we've had a very interesting discussion, on just real-world applications of P6, in the construction industry. 00;27;54;20 - 00;28;26;28 You know, to our listeners, I encourage you to visit our website, academy.oracle.com to learn more about Oracle Academy's, you know, learning resources for faculty members as well. We have teaching, resources available to you as well. So, I also encourage you to subscribe to our podcast. Feel free to share this with your friends as well. And also, please follow Oracle Academy on X, Instagram and Facebook just to keep up, with all our activities, with our members. 00;28;27;00 - 00;28;35;17 Thank you so much. That wraps up this episode. Thanks for listening and stay tuned for the next Oracle Academy Tech Chat podcast.…
 
In this episode host Lorna Juma speaks with Dr. Lawrence Nderu on Unpacking the Database-AI Connection and Why It Matters. If you’re an educator, student, or tech enthusiast curious about the backbone of artificial intelligence systems, this episode is your gateway to understanding the vital role of databases in artificial intelligence and machine learning. ----------------------------------------------------------- Episode Transcript: 00;00;09;02 - 00;00;35;04 Welcome to the Oracle Academy Tech Chat. This podcast provides educators and students in-depth discussions with thought leaders around computer science, cloud technologies, and software design to help students on their journey to becoming industry ready technology leaders of the future. Let's get started. Welcome to the Oracle Academy Tech Chat, where we discuss how Oracle Academy prepares the next generation's Laplace. 00;00;35;06 - 00;01;08;10 I'm your host, Lorna Juma. In this episode, I am joined by Doctor Laurence Darrow, a lecturer and research fellow in the Department of Computing at Jomo Kenyatta University of Agriculture and Technology. Today, we're uncovering how databases, power artificial intelligence and machine learning, two of the most transformative forces in the tech world. If you're an educator, student, and tech enthusiast curious about the backbone of AI systems, this episode is your gateway to understanding the vital role of databases in AI and machine learning. 00;01;08;12 - 00;01;35;11 To start off, Doctor Lawrence, thank you so much for joining us. Can you give me a bit about your background and the classes you teach? Yeah. Thank you so much for having me. I really think that this is a very important conversation and happy and, to work with you guys to promote the use of these solutions and these technologies for the purpose of making sure that, we have a generation that is well informed and ready for work. 00;01;35;13 - 00;02;06;07 So to start with, I am a lecturer and also the chairman, Department of Computing at the Jomo Kenyatta University of Agriculture and Technology. I'm also the founder of Jacob Moffett, which is a digital innovation hub that is based at the University of Jomo Kenyatta in Gloucester. Work and culture. In technology. I currently I do teach units that relates to AI and machine learning and also applied machine learning. 00;02;06;10 - 00;02;34;01 I also do supervise the students at the level of BHB and Masters. While working on areas of AI and machine learning. And those are the areas that that that the working on. I also read research teams that are working on innovations and I Jacob, in terms of building solutions that are using AI as the basis for, solving some problems and also others that are using AI to improve the operations. 00;02;34;03 - 00;03;00;17 Thank you, doctor Larry Entwistle. Glad to have you join us as an expert to discuss this important topic. Now, could you break down the fundamental relationship between databases and AI? Why are robust databases critical for building effective AI models? Thank you. So the first thing is that the data is the food for AI. And we have had the same being said every now and then. 00;03;00;17 - 00;03;29;18 That data is the new oil. And I think that also means that we need these data to be data that is accessible in a way that is use that work. I mean, and efficient manner. So, it means that AI is being powered by data and whether this data is structured data or unstructured data. We need data to be know about is accessible and also accessible in an efficient manner. 00;03;29;20 - 00;04;01;18 So the connection really is the fact that traditionally when we dealt with the data, we were looking at it like say more or less data that was relational based databases. Now we know that data is found in many other formats. We have data, of course, in structured. We have data in semi-structured. We have data in unstructured formats. All these data needs to be stored in ways that it can be consumed, be consumed by AI, systems. 00;04;01;21 - 00;04;28;27 And that's where now the connection comes. Because the better the data, the better you are able to create models in the AI that are effective. And they are also able to answer very many questions that that one would want. So to answer that question is that the connection is clear, that we need, data to power AI systems, and we need systems that can be able to store these data in a way that that, that I can consume it in a better way. 00;04;28;27 - 00;04;54;06 And we have the pipeline. We need that pipeline that provides data and then feeds into the, AI models or AI systems so that they can be able to make decisions and improve our ability. And now, as an educator and researcher, how do you recommend teachers and institutions incorporate database hands on teaching into their AI and machine learning curricula? 00;04;54;09 - 00;05;25;13 What approaches or tools have you found most effective for engaging student in this critical area? Number one is that if I may just mention something about as a Jomo Kenyatta, we reviewed our curriculum and one of the things that we did, in the reading of the curriculum that is currently being used is that we are very keen to make sure that we retain and then and force the aspect of covering database systems. 00;05;25;16 - 00;05;57;22 So there is and you cover sections in database systems in detail, looking at how to design them to the extent of looking at the advanced concept in databases, which of course goes to the extent of talking about considering security and such aspect in databases. So, it is a very important component to when you are teaching databases, one has to consider, number one, the fact that these are the people who then go ahead and now come on. 00;05;57;24 - 00;06;26;28 I introduction to AI and also machine learning. And they will be consuming these, these databases. So what we have done is that we, able to provide this background and then when it comes to no coverage tools like Oracle databases, the country AI, which of course, I found very important because it uses AI in vector search, for data retrieval, analysis of AI driven applications. 00;06;26;28 - 00;06;52;14 It's a very well thought up idea in terms of trying to integrate advanced AI, capabilities directly to the database engine. The idea behind this is because we, we would want smart data handling capability to be ingrained in the data. We would want to have advanced analytics to be also, ingrained within these, these kind of databases. 00;06;52;17 - 00;07;20;04 And also if you think about known going to the industry, we would be the industries would work to get, insights from their data on what they can be able to do with that. So what I would say is that when you are now teaching and you look at, you have taught concept in databases, and now when you go to teaching things like machine learning or AI, you are able to show that compute the students or even the runners. 00;07;20;06 - 00;07;42;05 The connection between having a good foundation in databases and using various tools and understanding how to make use of, various, tools that are coming up. Like I mentioned, data restrict the I was at points that I needed, making the process of, being able to, to get insights from your data are very important. 00;07;42;10 - 00;08;11;12 So it means that these people, when they go in the industry, they have skills and practical skills that they can be able now to demonstrate in the industry that whatever they are, brand has value and they can and value to the businesses. So it is very relevant that as we teach, first of all, the thinking through about the curriculum, the way it is designed in such a way that it allows for students to do practical concept that leads them to be applicable to the industry. 00;08;11;15 - 00;08;52;00 It's very important and includes that exist within for or instructor for instructors that that are already online that that they can be able to use some of the courses that that are being designed for them, that they can be able to use the event for, programing, databases, that exist today at PL SQL. Like I mentioned one, we have a database programing with SQL itself to be able to give a foundation and then going to things like, artificial intelligence so that the concept in artificial intelligence, we don't just think that they can only be implemented in Python, we can implement them in Java, we can implement them in other things. 00;08;52;02 - 00;09;14;11 We just need to understand the concept. And then we are able to do that practically. That's that. That it empowers that person, empowers the students, that eventually we are able to get our, you know, our system, having done those practical’s. And now for students interested in pursuing a career in, I do think they should start by building a strong foundation in database skills. 00;09;14;14 - 00;09;39;08 How does database knowledge empower their journey in AI and machine learning? Well, I think that what I would say is, number one is that if you look at the Oracle Academy, which, is a tool that is really very valuable, to teach and also, demonstrate some of the tools that also exist and also provision of software tools, cloud and also software tools. 00;09;39;10 - 00;10;00;18 And we also have BigQuery. But you can download content that you can download. And it also provides assessment that you can use in class. The idea is that you don't have to use it the way it is. You can take it and then you add or even subtract the items that you want to do it. So it's content that is ready and you can use it as it is. 00;10;00;18 - 00;10;34;23 Or you can be to, custom it the way you would want. It allows for, researchers to be able to focus on being able to improve and having something that we can start with. So, there is a point that exists, especially the library. The EDI, and power, even students we are talking about, even students logging in and cutting out some of the practical aspects like, say, they can be able to make use of the Oracle Cloud or Oracle Cloud Academy apex. 00;10;34;25 - 00;11;02;20 They can also use Oracle Academy license software that I wanted to say that again this available to on the member hub. Those are codes that to make sure that you are able to get us to that being able to do practical aspect important we also mentioned and I think this is in this day and age is very important for the students is that they can also be able to, get certificates, which of course, can enrich their profiles. 00;11;02;20 - 00;11;28;23 You can be able to get, a badge, you can be able to get some certificate that you can be able to, display and writing in terms of where you use it or where you, you are able to, to, to, to make use of that. I would also say that because databases have their role, and really we are talking about, tools that the initially I say more the focus was on relational database. 00;11;28;24 - 00;12;01;12 We have moved from there to No SQL databases and Oracle provides and the NoSQL databases, which, provides very good there for organization or for application. It provides capability for scalability for distributed key value databases, because of course, no SQL databases can be a use that approach where you have key writing databases, they provide high veracity, they provide high volume workloads that that's something that is very attractive for that. 00;12;01;15 - 00;12;26;10 We also have the, ideal, Oracle database. IBM, which is more or less built to optimize and automated solutions, but you can deploy and manage. I see that because the reason why I'm talking about that is because of the fact that it integrates within the database. 23 I which of course it helps you in implementing. 00;12;26;10 - 00;13;10;01 In a vector search, which we already know, walking the AI how vector search has been used to even in other. I gave a domain to be able to help improve the branding of, AI systems. I also would want to mention that another very important one is the database or cloud services which is Oracle Database Cloud Services. They exactly which provides some level when autonomous databases and this services that you, you can be able to deploy there with varying levels of control and automation so that users can be what can be that the organization can be able to work with that having different levels of control. 00;13;10;06 - 00;13;42;18 So all those tools are available to the instructors or to their actors, and we can try them out. Because students have the ability. When you go to the Oracle Academy, you have both tools available within the member tools. And I very of course, you also have the cloud and software services, as I've said, and those are very important tools that today, make an instructor be able to provide, real practical world, applications for whatever you are teaching. 00;13;42;20 - 00;14;03;02 And just now moving on to the final question. And maybe you have covered this, but maybe if you have anything additional, if you could give, what a piece of advice to, to your students, what would it be? So, number one, I would say that, it's very, good time now to be a student. 00;14;03;02 - 00;14;34;09 I would say that because even organization or companies that like Oracle that are building software and all that, they are also thinking about empowering you at a bit class level. So it is very important that as a student, one tries to be able to take advantage of these tools that have been provided. The idea is that when you work with the crowd from the university, even if you go out to the business, you will find yourself being able to fit into better. 00;14;34;09 - 00;14;57;04 Well. So my advice is that all these companies are now closer to us. Closer to us means that, even universities that are in developing countries like we are, we are able to get, these software as we are able to get, these tools, we are able to get to this curriculum. So whatever is being taught. Yeah, is something that you can say is globally be covered elsewhere. 00;14;57;11 - 00;15;24;29 So why not take advantage of that? Why not get as many certificates as you can? You don't be need to be the most clear on what is covered in class. Because think about, what certificates that exist, how well they tried to make sure that you are where you want and when you go for interviews, even for job application for those ones who are looking at that, you will be different. 00;15;25;05 - 00;15;50;06 And you can only be different if you take those steps. Thank you. Wow. Thank you so much, Doctor Lawrence. And thank you so much for, you know, just your time and sharing your expertise with us, for this enlightening and engaging discussion. You know, this is a complex topic and you have broken it down into small, digestible bits, for our listeners who are especially our students. 00;15;50;06 - 00;16;16;07 So thank you so much. And for our listeners, visit our website, academy.oracle.com to learn more about Oracle Academy's, teaching and learning resources, subscribe to our podcast. Feel free to share with your friends. You can also follow Oracle Academy on Instagram and Facebook. Just to keep up with our activities. Thank you so much. That wraps up this episode. 00;16;16;13 - 00;16;21;12 Thanks for listening and stay tuned for the next Oracle Academy Tech Chat podcast.…
 
In this episode host Tyra Peirce speaks with Scott Stroz, MySQL evangelist about how Data and AI work together. ----------------------------------------------------------- Episode Transcript: 00;00;09;02 - 00;00;34;16 Welcome to the Oracle Academy Tech Chat. This podcast provides educators and students in-depth discussions with thought leaders around computer science, cloud technologies, and software design to help students on their journey to becoming industry ready technology leaders of the future. Let's get started. Welcome to Oracle Academy Tech Chat, where we discuss how Oracle Academy helps prepare our next generation's workforce. 00;00;34;18 - 00;01;01;19 I'm your host, Tyra Peirce. In this episode, I speak with Oracle, my SQL developer advocate Scott Stroz, about how AI uses data, and the database skills students need to have as they work with AI. So, Scott, you're a returning guest for me. Can you give me a little bit about your background and role at Oracle? For those who may not have listened to our previous podcasts. 00;01;01;22 - 00;01;24;27 Sure. So, first and foremost, I consider myself a full stack developer and I've been a full stack developer for longer than the term full stack developer has actually been in existence. And in that time, the only technology in my stack that has remained constant is MySQL. I used it on my first job as a web developer, and I still use it today, and I've used it pretty much every day in between. 00;01;25;00 - 00;01;47;09 A lot of people, even people in the tech industry, they frequently ask, what does it mean that you're a developer advocate? And there's a lot of people I'm friends with and, I've met in developer relations, where we each kind of have like our own elevator pitch, like a quick, you know, 1 or 2 sit ins answer to basically get people to understand what it is that we do. 00;01;47;11 - 00;02;10;12 And the one that I've come up with is my job is to help developers be better at their jobs and I accomplish, or I hope I accomplish this in, different ways by producing content for developers through blog posts or, videos or podcasts such as this. I also, speak at conferences and I do a guest lectures for colleges and schools. 00;02;10;15 - 00;02;29;26 You are such a wonderful resource. And I we work together quite a bit, and I, I think it's good because I think that a lot of times developers don't understand what they're getting into or the different ways that they can develop and change codes. And I love that. I've got an expert that we can call on, and especially about this new topic. 00;02;29;28 - 00;03;00;18 So, kind of segue into that new topic. How does a I use data to learn SQL? It's a kind of a complicated answer, but it's also probably simpler than some people might think. With the recent release of Heat Wave, which is an AI solution in, Heat Wave that's available on Oracle Cloud, I've started playing around a little bit more than I had been, but it hasn't been with like the front end where I asked, I can I chat by questions, and it would give me answers. 00;03;00;21 - 00;03;22;07 It's been more feeding data into an AI engine, which in this case was heat wave Gen I. And while I was tinkering, I came to the realization that AI is not some black magic that just can pull answers out of thin air when you ask the question. It's just all based on math, and it's not even a new kind of math. 00;03;22;07 - 00;03;41;28 The math has actually been around for a long time, and I gotta say, I was a little a little disappointed. I was kind of hoping for some black magic, but for a genuine AI solution to be able to find pertinent data. So, if you ask a question, I put a chat bot the way it needs to find the answers. 00;03;41;28 - 00;04;14;16 And the first thing we need to do is we need to make sure that we get what are called embeddings of the source data. And this is basically what we use to feed in AI. And if we want it to say get embeddings for a collection of PDFs in any solution, we can actually use heat wave AI to run a stored procedure that will fetch the documents out of a bucket, a storage bucket in Oracle Cloud, and then it breaks down each document into a series of tokens. 00;04;14;18 - 00;04;43;24 Now, in the AI world, a token is a small series of a small set of characters. It can be a single word. It can be multiple words, or sometimes it can actually just be a small part of a longer word. And then using some mathematical algorithms, these tokens are converted into what we call a vector. And a vector is nothing more than an array of hexadecimal data, hexadecimal values that represent that token. 00;04;43;27 - 00;05;11;01 And this is our embedding. And those are stored typically in a database. There are other systems. This isn't just unique. The heat wave Gemini, other Gemini systems have a very similar process for ingesting the source data. And one of the most popular uses of AI solutions is what's called a retrieval augmented generation, or RAC, or what we would know as like an AI chat bot. 00;05;11;07 - 00;05;33;29 So, you open up a chat window when you start asking questions, and the AI spits back answers based off of the source data, and it's using the way it gets the answers to the questions is it actually takes the question. And using those same algorithms that you used with the source data, it actually gets embeddings for the question itself. 00;05;34;01 - 00;06;04;13 And then using some built in database functions. And in the case of heatwave and AI uses, a function that determines how far the tokens in the question are from the tokens in the source data. And again, that's some mathematical algorithm that I haven't even begun to try and understand. And with heat wave genAI, when you ask the questions, there's actually another stored procedure you can run to actually run like a chat bot. 00;06;04;25 - 00;06;41;06 And it will take the embeddings that matched in the source data and send that to the large language model that resides in the database. Or Liam is what people more commonly known as that. And it takes those that information those embeddings that matched and it generates a more human sounding response to the question. I've noticed when I've gone through and I've asked, and I a question like you can still tell it's a computer when they respond, but they are getting better and better and better, and the information coming back is excellent. 00;06;41;09 - 00;07;15;05 And it is really, really good information. They still don't have the human and the human inflection, the human tone. And you can tell when you're right, but it's getting really good. And so, then on to my next question. How can I use data to improve performance? So, because the entire process, which you know, from ingesting the data to actually retrieving relevant data from the embeddings, is based on math, the results can actually be incredibly accurate. 00;07;15;05 - 00;07;37;29 Like you just said, it's it gets better and better almost every day, and AI systems can process large amounts of data and make that the data and available. That tends to be more accurate than if you did like a database, like search, in a SQL query, or even a full text search in a database, or even better than what you get in some search engines. 00;07;38;02 - 00;08;13;02 Why does the quality of data impact the results AI provides? Well, it's funny that even in a new technology like AI in old adage is still true. And that is garbage in, garbage out. And all this really means is if you input bad or inaccurate data, your results are not going to be accurate. When you feed data into an AI system, you need to make sure that it's high quality and it's accurate because if it's not, then any results you get are not going to be high quality and they're not going to be accurate. 00;08;13;04 - 00;08;34;24 What are some of the skills that database professionals should have when they work with AI? Something a lot of people may not be aware of is that every AI solution, whether it's a chat bot or something else, it uses some kind of storage, usually a database, on the back end to store the embeddings for the data. 00;08;34;27 - 00;09;04;09 And while there's nothing particularly special or different about how we store vector data compared to other data types such as strings or dates, it's something that database professionals need to keep in mind when ingesting that data. Can I back up here? Let's go back to the. While there's nothing particularly different or special about how this data is stored compared to other data such as strings and dates, there is one thing database professionals need to keep in mind when ingesting this data. 00;09;04;12 - 00;09;31;18 Embeddings can take up a lot of space. So, for example, I was working on a demo for Heat Wave AI, and I used a PDF that was just a few megabytes in size, and it generated over 55,000 rows of embeddings. Now, the process of creating and retrieving embeddings can also be resource intensive. 00;09;31;21 - 00;09;53;02 So, there might not be special skills needed to store and retrieve the embeddings in the AI data. But we need to make sure that the system has enough resources so that the CPU and Ram is adequate, as well as having storage space. So those are probably the three things that database administrators or people who work in databases need to concentrate on. 00;09;53;02 - 00;10;11;29 More than anything else when working with the AI system. So, Scott, one final question then if you could give one piece of advice to faculty, your students, what would it be? All right, so I'm going to cheat here. I'm going to give two pieces of advice. So, the first piece of advice will be to learn as much as you can about AI. 00;10;12;01 - 00;10;32;22 AI is everywhere, probably even in places it doesn't belong. And while I think the fad is going to die down, I also think AI is here to stay. There won't be a single area in the IT field that won't be influenced by AI in some way. So, the more you know about different AI solutions, the more value you valuable you're going to be. 00;10;32;22 - 00;11;01;07 Not just your current employer, but to future employers as well. My second, this second piece of advice would be not to fear AI. I talked to a lot of developers, and I often get questions at conferences from younger developers concerned that AI is going to take their jobs and while AI tools, especially those that are designed to help write code, are impressive, they are far from perfect. 00;11;01;09 - 00;11;22;20 I have a personal project that I work on, and I use AI tools when I'm coding to try to cut down on some of the boilerplate code that I that I might need to write, and I'll ask for snippets of code given a specific language and tasks I need to achieve. And I have never gotten a response where I could just plug the code in, and it worked. 00;11;22;22 - 00;11;43;18 It's never happened. I'd say probably the best I got was about 90%. I'd say probably in the area of about 85% would be the average. So even though the AI chat bot is helping me write the code, I still have to know how the what the code is supposed to do. I always I've always needed to tweak it and so that's a nice adjunct. 00;11;43;19 - 00;12;11;22 It saves me time from, you know, not having to write everything, but you still need somebody to look at the code to see be like, oh, this, this is wrong. That's, you know, I told what I wanted in the note, but it's for some reason it's giving me in Java notation is, is one thing that actually happened when and again, I hear people, you know, they, you know, when I talk to people and they say they're concerned about, I think I'm afraid I'm going to lose my job. 00;12;11;22 - 00;12;41;11 I, I tell them something that I heard at a keynote talk about AI, and it's, it's about two years ago. And the interesting topic of the keynote was, is AI going to take your job? And the answer to that question, which the presenter gave on the last slide, was, no, as a developer, AI is not going to take your job, but a person using AI will. 00;12;41;13 - 00;13;00;08 I think that's very poignant advice that. And so, it's almost like you've got to be a developer. You've got to understand so you know how to use it so you can maintain your job. I think that's a really good piece of advice to all those faculty and students out there that are really wondering what the impact of AI is going to be. 00;13;00;21 - 00;13;22;25 A big thank you to Scott for speaking with me today about data and AI. It was really insightful. Please visit academy.oracle.com to learn more about Oracle Academy and the resources we offer to faculty and students and subscribe to our podcast. Thanks for listening. That wraps up this episode. Thanks for listening and stay tuned for the next Oracle Academy Tech Chat podcast.…
 
In this episode host Tyra Peirce speaks with Win Chang, Director Cloud Engineering, Susan Poser, NACI Director of Partner Engagement, and Susan Miller, Sr. Director, Global Product Security about working as a women in tech and how women can find their voice. --------------------------------------------------------- Episode Transcript: 00;00;09;02 - 00;00;34;25 Welcome to the Oracle Academy Tech Chat. This podcast provides educators and students in-depth discussions with thought leaders around computer science, cloud technologies, and software design to help students on their journey to becoming industry ready technology leaders of the future. Let's get started. Welcome to Oracle Academy Tech Chat, where we discuss how Oracle Academy helps prepare our next generation's workforce. 00;00;34;27 - 00;01;01;00 I'm your host, Tyra Peirce. In this episode, I speak with Win Chang, director, cloud engineering, Susan Poser, director of partner engagement. And Susan Miller, senior director, Global Product Security, about working as a woman in tech and how women can find their voice. A little bit about my guests. Susan Miller graduated at Santa Clara University with a bachelor's in computer science and started her career as a software engineer. 00;01;01;02 - 00;01;26;26 She quickly obtained a master's in computer science and artificial intelligence and an MBA. She then moved into technical program management, overseeing program managers, release engineers, doc writers labs, and then security was added on. Now Susan is in a corporate oversight role for security assurance for products and services across all Oracle. Susan Poser has held a variety of roles during her 40-year career. 00;01;26;29 - 00;01;55;14 Susan has two Bachelors of Science, one in business and another in journalism, and then earned her MBA and finance from San Diego State University. She has held roles in finance, accounting, marketing, business operations, solution engineering, culture and employee engagement and now partner ecosystem, all for high tech companies Unisys, Teradata and Oracle. Outside of Oracle, Susan is the board chair for Athena, a global women's advisory organization. 00;01;55;17 - 00;02;25;09 When Chang majored in computer science with a minor in business at University of Houston, she started her career in software development and has held numerous roles, including technical support, education marketing, pre-sales manager, Cloud Acceleration Director and VP of Customer Experience. She is currently the Solution Engineering Director for Higher Education. She is the founder of Oracle Professional Asian Leadership and Employee Resource Group focused on raising culture awareness and providing leadership development. 00;02;25;11 - 00;02;46;07 She is also on the board for Angel Island Immigration Station Foundation, an organization committed to protect the historic site and celebrate immigrant contribution that define the strength of the United States. Thank you, Susan, Susan and Win, for joining me today. So, my first question to all of you, can you give me a bit about your background and your role at Oracle? 00;02;46;11 - 00;03;20;13 Susan Miller, do you want to go ahead and start? Yeah, sure. Thank you, chair, and thanks for having us today. I'm a senior director of global product security. I get the chance to work with all the security leaders across all our Oracle divisions, and I get to ensure that teams are adhering to the security assurance standards. So, one of my strengths then is to the ability to share best practices from other divisions and allow all at Oracle to learn from the best of the best, and then that eases their adoption and the flow of information across all the divisions. 00;03;20;15 - 00;03;45;09 Winner Susan Poser, do either of you want to jump in? Sure, I can jump in. This is Susan Poser, and I pretty much worked on the sales side of my whole career at Oracle, starting in pre-sales and then value selling to employee programs for resellers. So, when my last position was eliminated, the leader of the partner organization and the sales team asked me to join his team to help transform our culture to be more partner friendly, partner forward. 00;03;45;11 - 00;04;12;23 So now I work very closely with our sales and operations teams, as well as our sales leaders, to embed partner content, and processes into our business as usual so that our sellers will embrace and leverage our partners more as we move forward in this cloud world. And finally, when what about you as a cloud engineering director, I managed to be a cloud architect and support our sales team for higher education. 00;04;12;25 - 00;04;48;14 We cover the entire territory of the United States. Our role is to provide technical assistance to the field sales team. And a typical day for me would be participating on, calls with my direct reports, delivering presentations at a conference or, participating in customer meetings and also assisting our, customers. One of the best parts of this job, this is to be able to talk to our customers and share how or our Oracle solutions can provide and solve their most important problems. 00;04;48;16 - 00;05;08;27 I love all the diverse background that all of you wonderful women come from, and all of the different, paths you took to get to where you're at. So, leading on to my next question. Can you share a proud moment or a major accomplishment from your career so far? And this time? Susan Poser, I'd like to start with you. 00;05;08;29 - 00;05;25;20 I've had a few, but one that had the biggest impact to Oracle as well as, I think to our customers, is with my role and our value selling team, which was called Oracle Insight. A matter of fact, that's how I met win was we had done, an engagement with our customer and that she had worked with. 00;05;25;22 - 00;05;46;24 But when you think of, our value selling team or Oracle Insight, it's, you think about, like, management consultants. We hired a lot of excuse Allen McKinsey types of folks, and we would go in and work with our customers to understand how, understand what their priorities were and how technology could help enable some of their, you know, 3-to-5-year goals. 00;05;46;27 - 00;06;17;19 I was responsible for the systems and the processes and the internal and external communications, as well as the marketing. We were the longest running sales program at Oracle, and we scaled from nine people when we started the program to over 500, impacting billions of dollars in revenue. And, you know, one of the key things that enabled us to do that was because of the knowledge management, the processes and the systems that I had put together that allowed us to scale and make this impact for both Oracle and our global customers. 00;06;17;21 - 00;06;55;09 And then Susan Miller, what about you? Well, with the onset of the and quick adoption of I machine learning, that's the reason to be able to participate in many executive forums representing security and besides ensuring regulatory and privacy coverage, we're also making sure that security assurance is paramount. So, I've been able to gain adoption now of new process flows, new guidelines, practices, and I've now expanded our interactions with data scientists and other security architects and of course, others corporate oversight groups as well. 00;06;55;11 - 00;07;16;02 It's been successful, and I'm very proud of it. I can't even imagine with how AI is coming to the forefront, especially within Oracle and in the tech industry. I think that is so amazing. And then when finally, over to you again. So, when I was the key account director for a large health care company, we grew our Oracle footprint by over 1,500%. 00;07;16;05 - 00;07;45;23 And that was done by a combination of team collaboration and developing this deep, trusted customer relationship. We earned the Presidential Award for Account Management three years in a row, and it was a defining, time for me, to see how our customers, succeeded with Oracle products and solution. And then secondly, I just wanted to add that being the founder of the Oracle Professional Asian Leadership, has been a real highlight for me. 00;07;45;23 - 00;08;14;11 Today. We have over 700, members globally, and that is been something that I'm very proud about. Well, and you should be. That was the second time Win, and I engaged was with Opal and it was one of the fastest growing employee resource groups in Oracle. So, she should be very proud of that. Absolutely. I think when you and I met back when you covered that healthcare company years ago with, Java one for kids, I think that that's when we first came into contact all those many years ago. 00;08;14;14 - 00;08;34;14 You're right. So next question. How were you able to find your voice and to advocate for yourself as a woman in tech? And when this time I'm actually going to start with you. That's a great question. And I have to say that earlier in my career, I really struggled with trying to find my voice. I didn't have a mentor. 00;08;34;15 - 00;09;02;27 Matter of fact, I probably didn't even know what a mentor was. And, once I found my advocates, that made a big difference. I have to say that my I created this personal board of directors that actually two of my personal board of directors were on this call. Susan. So, they are just amazing. And, I'd say that to this personal board of directors is kind of like a baseball team where you have all different types of coaches. 00;09;03;00 - 00;09;28;18 You know, like a first base coach or a third base coach. So, I'm assembled my own board of directors, and they've been a game changer. I leverage these resources, but I have difficult tasks or proactively ask them for advice, what I needed. And I think that, really helps me to keep my head. You know, I used to think that if I just kept my head down and did hard work and everybody would know what I'm doing. 00;09;28;18 - 00;09;52;12 But the truth is that, only you know what you do best. So, it's really important that you learn to advocate for yourself. I think that that is so important, advocating for yourself. And I love how you call it your personal board of directors. So, Susan Poser, over to you. I would agree it was challenging giving, given how male dominated the organization. 00;09;52;12 - 00;10;11;16 So, I've been a part of have been. I'm sure both Susan and Win would say the same. But I've had some great male advocates and mentors, as well as some strong female leaders that provided me guidance and were really good role models. I found that if you don't know your value and don't advocate for yourself, no one else will. 00;10;11;18 - 00;10;29;08 And I learned this the hard way. Early on I thought like when said right, that my good work would speak for itself, and I missed an opportunity to be promoted because I didn't advocate and understand my value. So now I kind of keep a folder of kudos, you know, emails that I get from people, you know, thanking me or, or, you know, recognition that I received. 00;10;29;13 - 00;10;52;26 So, when I'm up for a promotion or when I'm requesting a raise or when I'm requesting, you know, a level change, I review all these to remind me that I'm not a closer right. And I use this to keep firm on my request to get promoted. You know, and so that's actually helped me get promoted to VP when I was actually getting pushback that, you know, it was a new role that nobody had done it before. 00;10;53;01 - 00;11;21;04 And I had to prove it out first. And I just stand firm because I knew the value that I was going to bring to the table. So don't shortchange yourself. Know your value and stick firm on your, what you believe in. Honestly, I think that's great advice that I'm going to use for the next promotion. Like, I love that you started keeping track of your kudos and all of the mentions that you got because I and all the emails, I think that is such wonderful advice that I'm honestly going to use for myself next time. 00;11;21;11 - 00;11;35;23 It gives you confidence, right? Like when you read all that and you think, wow, look what I did, right? It builds your confidence. And I think as we're going back through a year, we don't realize everything we accomplished in a year or two years or three years. We just know what we're doing in that last month or that last six weeks. 00;11;35;25 - 00;11;52;28 We don't realize some of these longer-term projects or where you started and now where you ended up are in such different places. And I think that is valuable advice that I'm going to take for myself next time. So, and Susan Miller, finally over to you. Just like a win and Susan were saying, it's so important to advocate for yourself. 00;11;52;28 - 00;12;11;19 And I came across a five-part process that I'll let you know about. So first of all, tell your story. How did you get to where you are today? It's in be. Maybe there was some kind of diversity that happened, some kind of problem, you know, that you overcame. And the challenge that drove you to in a particular career direction. 00;12;11;20 - 00;12;31;18 So be able to tell that story. Secondly is, you know, what do you want to be known for? What topics align with your skills and your strengths as well as the role that you want? So, create a statement that sets you apart from others. And the third part of the process is maybe identifying a few key words. 00;12;31;18 - 00;12;59;25 You know, come up with 3 to 4 words that describe you. For instance, I feel like I'm driven, supportive. Challenging myself and upbeat. And you use these words to basically create your brand. So, use them, when you're talking to others until it sticks. And then fourth is to craft your pitch. You know, be ready with 3 to 4 sentences and have in your back pocket which describe you. 00;12;59;28 - 00;13;25;19 So instead of saying, oh, you know, I'm really, really busy, maybe you can just explain what you've just accomplished or what you're working towards next. And fifth and finally be able to showcase your capabilities and skills. You know, get creative, insert yourself and specialize. Be visible. Perhaps there's an article for a newsletter you'd like to write or presentation that you want to submit for a conference. 00;13;25;22 - 00;13;55;01 So, or engage with a volunteer group or an employee resource group. Maybe you'd like to learn from another. Have coffee or lunch outside your organization. So, learn by growing and getting it out there and presenting yourself in a positive way. I love that as to and I especially love what you said about identifying your keywords. I always talk about the one superpower I have, which is I may not know the answer to the question, but I always know or can find somebody who has the answer to the question. 00;13;55;01 - 00;14;17;20 So, I really, I really identify with identifying your keywords because I use that as myself. Susan Posner, I'm gonna have you start with this one. Two throughout your career, I'm sure some things have not gone according to plan. How have you learned from your failures and why is failure important? Well, I think failure is a great way to remember and learn. 00;14;17;23 - 00;14;36;22 I mean, I don't know about you guys, but when I fail at something, I seem to remember it better than when I succeed. I have a few failures, and hopefully I've learned a few things, but I'll just share one. I was presenting to a very senior executive and she could make grown men cry, I'm sure. When knows who I'm talking about. 00;14;36;24 - 00;15;01;03 I relied on some information from a colleague on what she thought I should present, and when I did, it totally backfired on me. I didn't call up my colleague, and. And he didn't defend me. He was sitting there in the room and saw this whole thing blow up on me. Right? But I did learn that I need to trust my gut and do my own research and push back when I don't agree, rather than thinking that others know better than me. 00;15;01;03 - 00;15;24;03 So, I have learned that, and I have not forgotten that. That is honestly quite the story. I don't know if I've got wind quite like that, but I have a couple in my in my back pocket too, and I just can't even imagine going through that. So, win over to you. I've got a failure story. I mean, bloody hell. 00;15;24;03 - 00;15;46;18 Who doesn't have a failure? But I remember once when I was supporting this health care company, they ran into a software bug, and it caused their system not to generate a specific report. The owner of the, this particular job at the health and health care company built that, because this job did not run, he was really worried that his job was in jeopardy. 00;15;46;20 - 00;16;06;17 And he came to me very upset and wanted an explanation on what happened. And at first, I brought the, you know, issue up to an internal team. I brought them all together to analyze the problem. Eventually, we discovered that a trigger that should have been labeled failure didn't get labeled a failure, just said a warning. 00;16;06;22 - 00;16;37;21 And so, I got the team actually to come together and not just take a, you know, take a look at this problem, but review all the triggers to ensure that moving forward that they're all labeled correctly. And so I went back to the customer, a humble pie and, and explained to him what had happened. And because of this failure and how I addressed it directly with the customer, the customer and our relationship actually became better because they saw that. 00;16;37;21 - 00;17;07;05 We took his feedback, we took care, remedied the problem, and what was a horrible situation actually ended up coming, you know, back in. And it really changed his view of Oracle as a company because we took care of the problem and didn't just brush it under the, you know, brushes under the carpet. So even though it started out very ugly and not a lot of fun, we were able to make, lemons into lemonade. 00;17;07;08 - 00;17;28;02 I love that, one of my biggest failures, one of my most monumental failures, led to one of my biggest successes and led me on to greater projects. And so, I totally understand exactly what that was like. Like, you've got to eat your humble pie, you've got to go in. And as I say, take your lumps and you learn from it. 00;17;28;02 - 00;17;47;16 I, I, I really think that there's this huge wisdom in learning from failures. And, and I think that's how we grow is as women, as managers, as leaders, as we always we know we're not going to be perfect, and we're willing to change from and use our failures as lessons. Okay. Susan Miller, over to you. Oh, yeah. 00;17;47;16 - 00;18;09;20 So yeah, just like when and Susan, you know, failure is become an important learning opportunity for me. And just recently I was able to make a change that I was so excited about. It was an efficiency change, important step in our security approval process. And I gained support with those in my meeting, and I was able to convince the sister team to make the change. 00;18;09;20 - 00;18;31;16 I was so excited about it. And then I eagerly sent it out to the team and sent it out to the executives. But there were some on my distribution list that didn't participate in the meetings, but they were stakeholders, nonetheless. And so, when it got escalated, they pushed back on it after I thought I gained approval on it. 00;18;31;19 - 00;18;57;18 And so, I had to have several side meetings to get those inform, and they just grasped on to it and didn't fully understand. So, I learned that, you know, it was considered a failure. But I learned to ensure alignment with everyone, even those that aren't participating or might be quiet on a call and get their approval before making an official announcement. 00;18;57;20 - 00;19;17;06 But live and learn, right? Honestly, I think that's such great advice. I think that, as we go through, we get approvals for things as we like, talk about things. I think building consensus, that is something that I've had to learn throughout my career. And if I haven't built, built consensus on something, it's led him to some failures, too. 00;19;17;06 - 00;19;41;03 And so, I think that that is also amazing advice. So, the next question, and I'm sure we've all experienced this, I know I've experienced it myself. Have you ever experienced imposter syndrome? If so, how were you able to navigate your way through it? And Susan Miller, I'm going to actually stick with you on this one now, sir. Oh, yes. 00;19;41;06 - 00;20;02;28 Probably every time I initially take on a role, I have imposter syndrome. You know, just start, you know, you need to go back and reflect on the key strengths that you have in order to get you to that position. And then, you know, if you don't know enough or you feel that you need to learn in some areas, then you go out and get some training in that area. 00;20;02;28 - 00;20;29;28 Don't just feel helpless. Like, for instance, in my role with global product security, I did have some security background, but I went forward and gained several additional security certifications to back me up and make me feel a little bit more, aware so that I could work with all those across Oracle. I love that, I love talking about lifelong learning and being able to kind of advocate for yourself and to say, hey, I'm not going to get stuck. 00;20;30;00 - 00;20;52;25 I'm going to go in and learn more to get where I need to be. I think that is such, such valuable advice. Okay. Susan Poser, over to you. Well, definitely, most of the roles I've had, other than finance and marketing, were roles that didn't exist before. I think that's why, you know, so my story that I was talking about earlier, that I trust my colleague versus my instinct and presenting to the senior executive was because I had imposter syndrome. 00;20;52;25 - 00;21;11;23 Right. And I didn't really feel like this was something I was really confident in. You know, so when I was a VP for customer and employee experience, you know, I created that role based on some projects I worked on before and, you know, where I thought the organization could benefit, but I didn't really have any experience in this area. 00;21;11;26 - 00;21;27;21 So, here's where that kudo piles that I talked about, you know, that helps build up your confidence. But in addition, you got to do like what Susan said. I did a lot of reading and listening to podcasts and talking to others to try to figure out what to do and when. I didn't know something, you know, I would just acknowledge it, and I figure it out. 00;21;27;22 - 00;21;46;22 That was one of the things I was known for. You know, when Susan talked about, know what you're you know, know what you're known for, you know, or its really getting stuff done. So, no matter what it was, I always found a way to figure out how to get it done. I love that both of you have talked about being self-starters and figuring out how to get it done, and I think that is something that helps us get through imposter syndrome. 00;21;46;22 - 00;22;08;16 Just kind of feeling your way through it and learning how to do it and just kind of taking that initiative. So, when finally, over to you. Sure. So early in my career, I was, working for this, company called Concilium. They were a, a shopfloor control, system company and, primarily in the semiconductor business. 00;22;08;16 - 00;22;35;14 And I was asked to teach the next administration class. And to be honest with you, I did not feel prepared to take this on, but I said yes to it. Anyway, I was familiar with this topic, but I never dreamt of, teaching the class. And the class was, it was actually located in Singapore. And so, I spent my time studying, getting ready for it. 00;22;35;16 - 00;23;02;28 However, I still felt woefully unprepared. And the worst-case scenario happened when I traveled out to Singapore. They lost my suitcase. And all back in those days, we didn't have PowerPoint. We had what they called boils. They're like this plastic. They're paper that you can print on the. And you put it on an overhead projector. 00;23;03;00 - 00;23;25;00 I'm pretty sure a lot of these students have no idea what I'm talking about, but they were in this binder with all of each one-off what would be like a slide. And that was in my suitcase that did not arrive. So, I pretty much had to wing it. And as it turned out, all the prep work that I had done did make me feel more confident. 00;23;25;03 - 00;23;48;12 And the class actually had a combination of people from Japan, from China and Korea. Most of them spoke very limited, English. And so, I do speak a little bit of Chinese, but not enough to converse. But we were able to get through the class. And the great thing is that I got extremely high ratings in the class. 00;23;48;14 - 00;24;09;07 And now, as I think back about it, I think often we judge ourselves too harshly and that if you do all the prep work, you are ready, so you need to believe in yourself. I think that's also really great advice. Do the prep work and believe in yourself. So, I've got two more questions. My first one is what does mentorship? 00;24;09;07 - 00;24;40;07 And I'm sure all of you lovely women are great mentors. But I want to ask you, what does mentorship, what does mentorship mean to you and how? And what has it looked like in your career? Suzanne Miller, I actually want to start with you this time. I really haven't had too many designated mentors per se. However, you know, there have been several successful women and men who then the time they take the time to be there and guide me in the right direction, perhaps having some words of wisdom at the time that I needed the support. 00;24;40;10 - 00;25;07;13 And I think it's just listening and caring about the other person and really just providing what they need. For instance, I have a mentorship with, women that are wanting to get on boards of companies, and I share my wisdom with them, thinking that they might not actually use it, or it might not be that much, but several of them have thanked me and have gotten positions afterwards. 00;25;07;18 - 00;25;30;28 So, I think taking the time and caring a little bit really means a lot to people. I think that's super. I think that's super valuable to talk about how it's not necessarily formalized, but just to be able to take the time and to listen to people. Okay. When over to you. Well, two of my mentors are right here, Susan Poser and Susan Miller, and they are both just incredible. 00;25;31;00 - 00;25;54;29 But earlier in my career, I think I'd mentioned I didn't even know that I should be looking for a mentor. But as I explained earlier, I've now created that board of directors who are truly my mentors. And I also think that it's important to find a sponsor and a sponsor is, you know, that they use their power of influence and advocate for a person's career and advancement. 00;25;55;01 - 00;26;25;10 Sponsors can introduce the person to their network, speak about them when they're not around, and recommend them for promotions. And so I wanted to mention that because this is really important, and I'd say that back in 2008, when I had, Oracle had actually acquired the company I was working for, and I told the program manager that instead of assigning me to a brand new account, I wanted just to take care of our existing logical lapsed customers through this transition. 00;26;25;10 - 00;26;54;09 So, for the next six months, I was, working with just our existing customers to make sure that they were successful transitioning over to Oracle. And when I was ready to take on a new role, the program executive was so appreciative of my customer centricity that she recommends me to take care of one of Oracle's top accounts, and I would have never been considered for that role had that not had the sponsor not made the recommendation on my behalf. 00;26;54;09 - 00;27;12;11 So, it's so important to find yourself a sponsor, but it's not something that you can say, hey, I'm going to tap you on the shoulder and said, do you think you can sponsor me? It's actually something because they see the work that you do and value what you brought to the table, that they want to do it for you. 00;27;12;13 - 00;27;34;03 I think the kind of what I'm hearing is this thread is going through and is developing relationship chips and the importance of having good relationships with the people you work with and creating a network and not necessarily going out and like tapping someone on the shoulder and say, hey, I need you to mentor me. But just like looking for the opportunities where they're at, where you're located and things along those lines. 00;27;34;03 - 00;27;53;24 So, Susan Poser, finally over to you. Well, I think it's just like you said, it is all about relationships because I haven't really had any formal mentors either. Kind of like when and Susan, although I've mentioned a lot of people at Oracle as well as San Diego State over the years. For me, just like Win's board of directors, I have what I call a panel of advisors. 00;27;53;24 - 00;28;14;14 So, depending on, you know, what I'm struggling with, you know, if it's a career decision I might call a lot of on or Laura, it's around a specific business issue. I might call Win or Gaylene if it's around board work or women in Stem, I might call Susan Miller. It really depends on the issue and who I think might be most helpful in helping me at that time. 00;28;14;16 - 00;28;41;18 But yes, I think you're right. It is all around building relationships and, you know, not necessarily creating a formal mentorship program, but just having people that, but yeah, you can call on, you know, and I feel like I'm really blessed and lucky to have such a wide variety of, of very smart women and a handful of men that, have been on my panel advisors for years. 00;28;41;20 - 00;28;59;26 I love that. I love how talking about knowing who to go to for a particular question. I think that is so important because like you talked about earlier, getting advice from the person that may not have been the best person to give you advice. So, looking, for your presentation. So now looking for the best people to talk to you for the for the situation. 00;28;59;27 - 00;29;24;28 And I think that is such valuable advice as well that I'm also going to really start taking the next question I have is how has the tech industry changed since you started your career, especially in terms of gender inclusivity? And Susan Posner, I actually want to start with you this time. Well, it's really funny because, you know, I, I mentioned I only work in tech companies. 00;29;24;29 - 00;29;43;00 I started my career at Unisys, and I went to Teradata and then at Oracle. And my very first job out of college was in finance at Unisys. And the managers for both finance and accounting were females. And our admin or our office manager was an ex-Marine male. And I thought, wow, this is so progressive. But that was the last of that. 00;29;43;02 - 00;29;59;29 And as I moved around, I found that, women actually were not as dominating as it was in that first role when I first started working on the value selling team, which was the insight team, I was actually the only female. And then as the organization grew, there were three women. But I was the only one in leadership. 00;30;00;01 - 00;30;30;18 I do think it's a lot harder for women to get promoted and be recognized, because we tend not to do a lot of the shameless self-promotion, early in my career. You know, I think I mentioned I was overlooked for the role, that I thought I was way more qualified than the man that they put into the role, only because the hiring manager didn't know I had experience in marketing, and only after he hired the other person did I find out, and I told him that I have a degree in marketing and have run marketing several times in my career, and he just had no idea because I wasn't out there talking about it. 00;30;30;20 - 00;30;50;24 So, well, you know, I think we've made great strides in having more women, as well as people of color in leadership positions. I think there's an opportunity for more, you know, but I do think that inclusiveness is really big. And I do think there's a lot of focus on that, as well as acceptance of different backgrounds and cultures now more than ever. 00;30;50;26 - 00;31;15;13 I think that is so interesting. I actually, when I first started my very first job out of college, was very, very male dominated. And I would say it's only been the last like 4 or 5 years that I've been over into a role that has had more females and female leadership, since I came out of product development, which has a very it has a very male dominated, gender and different roles. 00;31;15;13 - 00;31;34;22 And I think that as we are starting to see more parity, not complete paired, because when you see that as well. Susan Miller, over to you. Yeah, sure. So just like Susan Poser said, you know, with a 40-year career and lengthy time in tech, and initially when I first got my job as a software engineer, I didn't really feel any gender gap. 00;31;34;25 - 00;31;55;27 There was a lot of women that were hired in as well as men. And I feel like somewhere along the line, you know, with this influx of some tech movies, they depicted men as hackers, and it was basically shown as more of a geeky career, if you will, and not necessarily feminine. And so, it became more and more male dominated over the years. 00;31;55;27 - 00;32;18;17 But now I think, just like Susan Poser was saying, I think we've changed back to embracing diversity and bringing a whole wide range of thoughts and ideas to the table. And so again, I think now we're seeing more inclusiveness and acceptance of all these different backgrounds and everybody coming together, bringing their point of view. I think it's well respected these days. 00;32;18;19 - 00;32;42;00 I agree, I always think of the I ran a panel at a conference many years ago and they're talking they're talking about design thinking and how having more voices at the table improves the design of software or any product that you're looking at. And I, I think that that's exactly right. What you just said about having that, bringing more voices to table to having more, more people represented has been very helpful as well. 00;32;42;01 - 00;33;04;17 Okay. Win over to you. So, I've been in this industry for a really long time too, and I've certainly seen a lot of changes. Matter of fact, I remember my very first interview with the recruiter and at the end of the conversation this man says, wow, you really mastered the English language. And I'm just thinking, well, I came to the United States when I was three. 00;33;04;17 - 00;33;25;24 But of course, they did say that it and, however, you know, what he sees is this Chinese looking woman. I think he expected me to have a Chinese accent. And I kind of feel like we've come a long way. And in my career, I've never I've never really felt discriminated. But I've definitely felt like it's a man's world. 00;33;26;01 - 00;33;51;15 And in most of the meetings, I would be the one, you know, the one minority Chinese woman with a table filled with men and even the team that I lead to, the team that I lead today, I've got one other woman that's on my team. So, you know, with today's, today. Sorry, I have to say that again today. 00;33;51;15 - 00;34;16;10 However, the diversity is so much more apparent. Part of the reason why I started the Oracle Professional Asian Leadership and volunteer as a leader for the Oracle women's leadership is because I wanted to see women and Asians create a more diversified, inclusive environment and to be able to support them and their leadership development skills. And I really wanted to be part of the team to make a difference. 00;34;16;10 - 00;34;41;16 So, I think that I think that there's, you know, in terms of the gender inclusivity, I'm certainly seeing it more now. I agree, I'm seeing it more now as well as we have more and more of these students go into their careers. We're starting I'm starting to see more of it on our team and other teams that I work with, or even as students are majoring in, in Stem careers like computer science or in information systems and places. 00;34;41;16 - 00;35;04;24 We didn't see it before. So, I have one last question, and I'm going to ask it. And then I think when I'm going to start with you this time, if you could give one piece of advice to faculty or students, what would it be? My advice would be to be bold and share those brilliant ideas. It's just waiting to be heard. 00;35;05;01 - 00;35;26;19 Lastly, I really wanted to say is don't be afraid to fail. We never get that. You know it. Let me say it again. Lastly, don't be afraid to fail. We never get it perfect the first time. And in Chinese, there's the word crisis, which is actually made up of two words. The first is danger, and the other is opportunity. 00;35;26;22 - 00;35;45;26 So, make your impact, be bold, and take that opportunity to share your brilliance. I love that, I love, sharing what the word crisis means, that it's danger and opportunity. I kind of look at it in that way as well, is when we fail. Yeah, there's a danger, but there's also an opportunity. So, Susan Miller, over to you. 00;35;46;02 - 00;36;14;02 Well, when I came out of college and started my career, you know, I felt that if you worked really hard, just like you did in school, you know, then you'd be rewarded for your contributions. And you get compensation. You get promotions for all those efforts. And that did work for a while. But what I didn't realize is that how much networking and knowing others across the division would actually help you more as you move up the ladder. 00;36;14;04 - 00;36;46;12 So, who you know and keeping, you know, top of mind, starts becoming even more valuable, for additional opportunities. So, my advice would be then to just look up and see what else you can do to interact with your company. Now, maybe you can, you know, join a volunteer group or, you know, women's leadership group or, just meet for coffee or lunch with some others and get to learn from them in other groups, other divisions, and grow in that way. 00;36;46;14 - 00;37;04;12 I'm telling my daughters about that now. It's something I think we all should learn more. Networking. I, I wholeheartedly agree, and I think that's why I love my roles. I get to interact with people all across Oracle, and I think that that is sometimes it's really hard because you don't know what to say or how to say to people. 00;37;04;12 - 00;37;24;23 But I do think that that is so, so, so important. Okay. Susan Poser, finally over to you. Well, and I couldn't agree with both you and Susan more in terms of, you know, your network is your net worth, right? I mean, it really couldn't be truer. So, I would say cast your net wide, by participating in ERGs! 00;37;24;25 - 00;37;42;24 I say that only because early on I didn't. I made my whole network revolve around the insight team. The value selling group that I was a part of. We were all very close, very close-knit group, you know, worked together for ten years or more. And when that whole, you know what? We were a force to be reckoned with. 00;37;42;27 - 00;38;02;11 It didn't help when that group got dissolved. And so I was really lucky that when tapped me on the shoulder that, you know, as she was starting Opal to get engaged and, and Susan Miller, you know, I worked with her on the owl here in San Diego and it was great to kind of get more involved in the employee resource groups and really get to broaden my network. 00;38;02;11 - 00;38;20;17 So don't be afraid to take chances. And I would also say volunteer, raise your hand for things that you may not have a lot of experience in. And those are the opportunities to really grow and build those skills. I raised my hand a lot to do a lot of special projects that I had no idea. What they were about. 00;38;20;17 - 00;38;48;19 And I learned a lot. So, I would say passionate wide get involved and raise your hand. I love all of that advice. It's very validating that we as women need to take risks and it's okay to do it. It's okay to fail and just to kind of be yourself and be able to take risks. I think that is so important and just learn and look for support with others in your in your community and in your, in your network. 00;38;48;21 - 00;39;08;23 So, I'd like to thank all of my guests for Susan Posner, Susan Miller, and Win Chang for speaking with me today about their careers in tech. It was very insightful. Please visit academy.oracle.com to learn more about Oracle Academy and the resources we offer to faculty and students and subscribe to our podcast. Thanks for listening. That wraps up this episode. 00;39;08;28 - 00;39;13;28 Thanks for listening and stay tuned for the next Oracle Academy Tech Chat podcast.…
 
In this episode, host Tyra Crockett Peirce speaks with Wei Jiang, an Oracle AI researcher and former university professor, about the privacy impacts of AI. --------------------------------------------------------- Episode Transcript: 00;00;09;03 - 00;00;35;11 Welcome to the Oracle Academy Tech Chat. This podcast provides educators and students in-depth discussions with thought leaders around computer science, cloud technologies and software design to help students on their journey to becoming industry ready technology leaders. Of the Future. Let's get started. Welcome to Oracle Academy Tech Chat, where we discuss how Oracle Academy helps prepare our next generation's workforce. 00;00;35;13 - 00;01;05;09 I'm your host, Tara Pierce. In this episode, I speak with Wade Young, an oracle, an AI researcher, about the privacy impacts of A.I. To start off, can you give me a bit about your background and your role at Oracle? Sure. Thank you for inviting me today. So, before we join Oracle for 2022, I had been a computer science faculty member within the University of Missouri System for over 14 years. 00;01;05;12 - 00;01;38;03 My maintaining your background is privacy, preserving data analytics and applied cryptography currently. Hamer Research scientist at Oracle Labs East, working on privacy, preserving machine learning solutions, using secure multi-party computation techniques. We investigate price preserving solutions for both traditional machine learning tasks and fine-tuning language models as all around us. What are some of the AI impacts on personal privacy? 00;01;38;05 - 00;02;17;27 This is a great question. There are a few factors I can think of. One, from the data management perspective, requires a larger deal a large amount of data. Training data and the increasing amount of training data makes the data protection more and more challenging, especially when data come from multiple sources and contains sensitive information. The second factor I can think of is regarding the memorization capability of AI as reasoning become more accurate and use memory capability can potentially leak sensitive information. 00;02;17;29 - 00;02;48;05 For example, it happened in the past that a large language model response contains a real security number. Another issue is the fake image and news generated by A.I. So, AI generated images and attacks are very difficult to distinguish from the real ones. These fake images and news can cause a lot of harm to individuals during mutations and invading their privacy. 00;02;48;07 - 00;03;18;17 Another point is also enabling the development of smart aerosol layers and the email spams that could bypass the current malware detection systems. Why isn't a person, computer or mobile device these compromised the invasion of privacy as an agreed risk? Honestly, that is terrifying to hear. And it's so given everything is going on today that is a really terrifying thing to hear that we just can't tell the differences anymore. 00;03;18;17 - 00;03;52;02 And so, with AI, algorithms require large amounts of data to operate. How is data managed to maintain privacy? So why Burden thing to do is to really minimize the information flow so we can set up proper access control policies to eliminate unnecessary access to the data share only what is needed and keep data within their own silos. Secondly, we can apply data, anonymization, technique to hide a private information. 00;03;52;05 - 00;04;25;26 For example, we can suppress and generalize direct or indirect identifying information in front of data such as share security number, address, personal name, zip code, diagnosis. And we can also protect inundated by adding some random noise. Another tool we can use is called the encryption. So, a dating option as another layer of protection by ensuring only the party encoding the decryption key can access the original data. 00;04;25;28 - 00;04;59;23 We also need to use pricey scene technology to train a machine learning model. So, by applying different price sequencing technology, we can prevent the disclosure of training data train model, use inquiry and forensic results. A.I. combines various pieces of data about a person to make inferences, creating risks of privacy, invasion. Are these inferences subject to privacy risks as information can be used in new, unintended ways? 00;04;59;25 - 00;05;32;06 Yes, and definitely so. These inferences allow attackers to carry out certain attacks and they can potentially leak sensitive information. So, for example, membership first in attack determines if especially information was used to train machine learning models. This attack can be used to infer sensitive information about any individual who stay. There might be use theory training, which clearly pose a privacy threat to the individual. 00;05;32;08 - 00;06;13;25 Another kind of attack called the modern-day version of that modeling version of that. So, which allows Tiger here to learn the training data was some pretty soon the training data which could reveal private information. Another attack is called a model iteration attack. Which enables Tiger to derive is a similar model of the heat hidden competition model by repeatedly querying the hidden model and obtaining the information without an attacker can reproduce a highly similar model with a fraction of the cost for training the Asian model. 00;06;13;27 - 00;06;43;27 The learned model can be subsequently used to initiate model invasion and membership fee for attack. What is the commonly used privacy enhancing technologies for machine learning and what are their pros and cons? So traditionally there are a lot of crazy enhancing technologies. So, for now, the most popular ones, I would talk about a few popular ones these days. 00;06;44;00 - 00;07;11;25 First one is called the Internet of Data Generation. So basically, since any data can be generated based on certain properties of the real data in general, since other data generation are reasoned efficient, and the resulting data are effective for machine learning tasks. However, it is hard to analyze and approve their privacy preserving properties. Another thing is called the key enemy. 00;07;11;27 - 00;07;45;18 It is one the data anonymization technique. So, to make a data set anonymous, the original attribute values are suppressed and generalized, such that a data recurring in the resulting dataset is indistinguishable from at least K minus one other data writer. So, although this technique offers a far more security guarantee, it may be difficult to determine. The right amount is for K, and it is often reducing model accuracy. 00;07;45;20 - 00;08;20;22 Another very popular technique called differential privacy. So differential privacy as carefully calibrated noises to the original data model vendors overall results to prevent him for his attacks. The technique offers a formal security guarantee with a good efficiency, but it is often challenging to know the right amount of noise to use and model accuracy can be adversely affected. Another popular technique called the Fader learning. 00;08;20;24 - 00;08;47;01 So, he is learning during training. They remain in their own silos and the model learn locally and then combine to derive a global model which can be shared among the participating parties. So though federated learning is efficient, and effective, local model parameters can still be really information about sensitive training data. 00;08;47;04 - 00;09;21;02 The technique I am most familiar race is called the secure multiparty competition. That's kind of, you know, my maybe grant to Disney's a cryptography technique allow us to train machine learning models without directly accessing sensitive training data. You can also keep the train mono use inquiry and every result private as well as guaranteed moderate accuracy. However, secure multi-party computation partygoers work hard to design and implement. 00;09;21;04 - 00;09;43;19 They are computationally expensive and do not scale well. That's a lot of information about different ways to train, and it's so entirely fascinating on all of the things that are coming up that everybody's going to need to start learning about how we secure our data more effectively. When we when we enter this new era of artificial intelligence. 00;09;43;21 - 00;10;13;29 My last question, if you could give one piece of advice to faculty or students, what would it be? I said this on my working experience of the in both academia and industry. I believe collaboration is essential to find the right person to work with and achieve a highly effective collaboration. We need to be as part of our own technical domain and knowledgeable about technology and tools to the first quality. 00;10;13;29 - 00;10;34;28 Allow us to be the go-to person. Right? When I read a problem comes up the organization related to you, to your technical domain. The second quality them to find the go to person for guidance and help you there to solve a problem at hand. The side of overall high spirits. So, I would like to end this question. 00;10;34;28 - 00;10;54;27 We still coach knowing something for everything and everything. And this one thing I think that is a really wonderful piece of advice because teamwork is so essential, especially as we're going into this next phase of technology with AI and making sure that, you know, we become an expert on one thing and that we can find people to help us. 00;10;54;27 - 00;11;15;06 I think that's always a really important, important skill to have been being able to work effectively with others. So, thank you two ways for speaking with me today about AI privacy, who is very insightful. Please visit Academy dot Oracle dot com to learn more about Oracle Academy and the resources we offer to faculty and students. And please subscribe to our podcast. 00;11;15;11 - 00;11;22;25 Thanks. Way. That wraps up this episode. Thanks for listening and stay tuned for the next Oracle Academy Tech Chat podcast.…
 
In this episode host Tyra Peirce speaks with Professor Matthew Wheelwright from Brigham Young University and his former students Cade Bleazard and Nolan Stirling on how learning Primavera Cloud has helped prepare them for careers in construction management. --------------------------------------------------------- Episode Transcript: 00;00;00;00 - 00;00;34;19 Welcome to the Oracle Academy Tech Chat. This podcast provides educators and students in-depth discussions with thought leaders around computer science, cloud technologies and software design to help students on their journey to becoming industry ready technology leaders. Of the Future. Let's get started. Welcome to Oracle Academy Tech Chat, where we discuss how Oracle Academy helps prepare our next generation's workforce. 00;00;34;22 - 00;01;02;22 I'm your host, Tyra Peirce. In this episode, I speak with Matthew Wheelwright from Brigham Young University and his former students, Nolan Sterling and Cade Bleazard, about their experience with Primavera Cloud in the classroom. Primavera Cloud is available through Oracle Academy for Teaching and learning to select faculty who meet certain criteria and are selected through an extensive application process. 00;01;02;24 - 00;01;28;23 We're going to talk about how Primavera Cloud has helped prepare them for careers in construction management. Thank you, Matt, Cade and Nolan for joining me today. First question, can you give me a bit about your background and the class at BYU? Yeah, I'm Matt Wheelwright. I'm a professor at Brigham Young University in Civil and Construction Engineering, specializing in construction management. 00;01;28;26 - 00;02;07;19 My background is in residential homebuilding, mostly in California and Utah, and I teach CFM for 12, which is our scheduling class, and also a few other classes Construction safety, real estate development and anywhere else that kind of need me. And in the class, we tend to focus on critical path methods, CPM and balancing and leveling resources. We've recently introduced tact planning or flow and pull planning and OBC. 00;02;07;22 - 00;02;25;01 Oracle Primavera Cloud is a great opportunity for our students to get hands on experience with software and it makes a big difference. So that's a little bit about me. I'm Nolan Sterling. I'm from Cave Creek, Arizona. 00;02;25;03 - 00;03;06;05 I am. I just recently graduated from Brigham Young University in 2023 and now currently just working full time for BHP. I graduated from the construction management program and absolutely loved it and I really kind of got into construction. The at least the program construction management just kind of by chance. But I have loved it. I love the opportunity as it gives you to not only work on the office side, but also be out in the field with the guys and work with your hands and truly just solving puzzles all day. 00;03;06;07 - 00;03;28;05 So my name is Cade Bleazard, similar to Noah, and I'm also from Arizona. I'm from kind of a Chandler Gilbert area and kind of from a young age. I always knew I wanted to be in construction. I've always known I wanted to build homes, but how to get there was never really clear in my mind. My dad is a civil engineer. 00;03;28;07 - 00;03;45;03 We grew up with a lot of woodworking tools and saw stuff at our house, and so I kind of grew up around it. And then when I was 18 years old, my dad actually brought it up that BYU had a construction management program and thought it'd be a good idea to take the intro class. And from there I was. 00;03;45;03 - 00;04;07;15 I was sold on it and have loved every second of it. I just graduated in April of this year and I currently work for Hawthorne Homes, a local custom home builder here. It's been a great time and I am super grateful for my time at BYU and especially in this program. 00;04;07;18 - 00;04;46;27 So how has using OPC in the classroom improved the student experience? Yeah, I think it's great preparation for their future. In fact, one of the and it's not necessarily because they all go out and use OPC from day one because realistically that's not quite possible yet and maybe someday. But I read this quote from our textbook every semester when we get to the point of using the software and it's “ Once a manager has mastered one project management software program, it is easier to learn another”. 00;04;46;29 - 00;05;23;16 So I really emphasize that, hey, once you've really gotten into OPC, which is, you know, maybe the big leader of the bunch, you can really go off and do almost anything. But to be able to put it on your resumé. To get that real hands-on experience. And it's so much better than past approaches in terms of being able to use it on the cloud and use it on their own laptops at home and in the classroom just makes a huge difference in the ease of class and the ease of I mean, it's hard enough to learn a new software. 00;05;23;20 - 00;06;03;11 They don't need all of the kind of technical difficulties that go along with the computer if they can avoid it. So it's really been great to get them into it and give them the chance to kind of go by trial and error a little bit at times and work their way through for their future. Looking at it from both angles of when I took the class as a student and then the couple of semesters that I had the privilege of being a T.A. scheduling as a whole and construction can be a hard topic and skill to master for sure, and especially so many of us in in the Construction management program, this is the first time that we're being exposed to it and really understanding how it operates. I found that OPC really made difficult content more digestible. I found myself as a student. I was able to see these skills of planning ahead of allocating costs and seeing who's on what job, at what times that OPC was able to make that easier to understand. 00;06;26;10 - 00;06;53;18 But it also gave each of the students the opportunity just to kind of tinker to mess around with it, to see how these changes can affect the project further down the line. Yeah, I think it was a great opportunity, really just kind of buttoning up what we'll write and what kids said. OPC allowed you to not only coordinate with other students, but work on your own projects better than any other software that I had used. 00;06;53;20 - 00;07;23;27 I had the opportunity to also use P6 in my college career and in Microsoft Project. Asked a little bit and OPC really made it easiest for me to work with my professors and work with other students and it was kind of hard at the time seeing how applicable it would be out in the real world, but it was very streamlined and it made it easy to work to stay with Nolan and Cade. 00;07;23;27 - 00;07;55;19 What are some of the skills that you learned using OPC? OPC You know, going back to kind of the main reason of scheduling is kind of just putting order in, you know, aspects of your life. And when it comes to a job, you know, putting order to the different parts of a project, the preconstruction, the construction and the closeout phases of projects are all easily done in OPC. 00;07;55;21 - 00;08;35;19 But I also found that getting more familiar with OPC made it easier to kind of coordinate and schedule my life. And that does sound pretty cliche, but, you know, dedicating time and resources to one thing opposed to another really helps teach me how to do it the same thing in my personal life. Funny you should mention that I'm actually using OPC for some projects that I manage at work, and I'm finding that I am seeing that as well, that I'm breaking more tasks down, I'm getting it into a particular place and then being able to collaborate more effectively with my team as well. 00;08;35;21 - 00;09;05;22 So I totally get and I totally understand. And and Cade, what about you? What would you like to add? I think one of the biggest skills and just kind of life lessons that I learned while learning OPC and teaching OPC is that the more time you spend on the front end of a project, whether it be a construction project or any big event in life, really understanding your scope, understanding your project, and then planning it out and plugging those details in the smoother it's going to run. 00;09;05;25 - 00;09;29;08 And that's something that in class we would emphasize is that the more time we spend in the early stages of OPC or in pre-construction understand the details, plugging it in and in in an organized manner, it's going to help everything else be easier to understand. It's going to run smoother. And I think similar to Nolan and what he explained is that it really does carry into life. 00;09;29;11 - 00;09;49;10 You just kind of learn that flying by the seat of your pants doesn't really work. But if you can spend time on the front end, planning things out, ironing it out, everything is just going to run a lot smoother. I really love that and I feel I feel the same way like it is. If you learn how to plan, you learn how to schedule, you get more done, you accomplish more things. 00;09;49;12 - 00;10;16;10 And that's kind of segueing into my next question and math. This one is going to be to start off with you. So why is knowing OPC important for students preparing for a career in construction management? I think it's very clear that modern construction practice, facilities management, real estate, you know, you go down the list of the components of our industry and scheduling is the big emphasis. 00;10;16;10 - 00;11;00;08 It's a part of the contract, it's part of the legal documents. If we're not spending the time I just mentioned in the pre-construction getting the schedule right, well, we're never going to earn bids. We're never going to complete projects on time under budget with the quality that we want. And scheduling is just a key part of that. And I would add further that one of the aspects that I really harp on with my students is I think about financing and the time value of money that is directly linked to being as successful schedule manager, that if you're capable of creating the schedule and managing the schedule well, then the finances will follow. 00;11;00;08 - 00;11;25;05 And the value of the money and the flow of the costs and the revenues will keep up with what you need it to is as you planned it to. But if you're failing at scheduling, if you're falling down as a whether because of subcontractor trades or whatever, the reason that you're getting stuck, you don't have a plan, well then, the finances will come back and bite you pretty hard. 00;11;25;08 - 00;11;54;07 Yeah, I mean, just as it were. Wright said. His time really is money and the skill that you'll learn in OPC is how to better manage your time. This has become a lesson that's very it's been very important for me to learn in my career as I've as I'm in the early stages of it, but that when you're building for a client and you're being entrusted with managing their money and managing their project, that the time aspect becomes very, very important. 00;11;54;12 - 00;12;18;13 Nolan Yeah, I'll, I'll touch on more of the personal side of, of how this is applied to me and just how OPC has, has kind of prepared me. I recently started my, my full-time job and I believe it was, it was no later than the first or second day. And my supervisor came to me and said, You, wouldn't happen to know any rescheduling, would you? 00;12;18;13 - 00;12;47;29 And I said, Actually, I do. And at this time the company I started with was transitioning from Microsoft Project over to OPC. And so, my supervisor then asked me, do you happen to know any OPC? And I'm like, Actually, it's your lucky day. I know that. I know that even better. And so since then, I've kind of been the main instrument within this, you know, smaller company. 00;12;47;29 - 00;13;25;24 But in helping guys in the field and in the superintendents and then the project team, the operations team, and getting to know kind of the ins and outs of OPC and how to use and how to really save money. I honestly love that. I love how what you learned in your classroom as the course over whenever I've I'm forgetting when you took it when you took the class and then added to is actually helping you in your job now I love that direct outcome is they asked you can you schedule and then they asked you if you knew OPC and you do know OPC and you have that ability to learn that. 00;13;25;24 - 00;13;58;22 I think that is so amazing. So I guess that's going to kind of segue into that next question. How has knowing OPC helped you and then, Matt, for your students in your internship or job search and No. One, you have anything else to add or do you anything else you want to elaborate on with that? Scheduling is kind of been a big part of my college career especially, and I kind of got into it really by just finding the need of a position. 00;13;58;24 - 00;14;25;11 There was a competition team at our university and I wanted to be on the team, but I was still kind of on the outside and I just decided had to find a way to just to be that guy on the team. And there was, there was a need for a scheduler on the team. And so I, I started looking into, you know, what I can do and how I can be better at scheduling and especially in OPC. 00;14;25;11 - 00;14;55;20 And since then I was able to get on the team and really be an effective instrument and in great success with the team. And then, Cade, what about you? Yeah, as I got closer to graduating from college and needed to start figuring out what the plan was post-graduation, I spent time interviewing around and really looking for what was going to be the best fit and looking back on it. 00;14;55;20 - 00;15;23;28 And each and every one of my interviews, my experience with scheduling, especially with OPC, with the different certificates and experience being a teaching assistant, came up and it was a great opportunity to first of all explain kind of what I know how comfortable I am with it, but also explain why I chose it to to for it, why I enjoyed it and and I do believe that it was it played a very large role in getting me the position that I currently hold. 00;15;23;28 - 00;15;49;20 And it's one that I really enjoy and it's one that I was excited to have been extended and it's been a really fun transition. And looking back on it, it really does kind of stem from learning. OPC Diving into it, really getting those skills of project management and the scheduling side that anything to add? Well, scheduling got me my job to. 00;15;49;22 - 00;16;18;04 I mean, I spent a lot of years scheduling homes and sometimes I was Excel, sometimes I was Microsoft Project. But now to be able to use OPC with the students just as the smooth, easy way of getting them comfortable with software, applying the principles, we spend a lot of time talking about activity. I know diagrams and we call it scheduling Sudoku, where we're actually doing the math that OPC does seamlessly. 00;16;18;06 - 00;16;43;29 But the more they understand the principles, the better it is for them to actually be able to use the software effectively. And then someday, you know, be able to apply it in the field and hold people responsible and accountable for what's trying to get done on the project. I think that's really important to be able to go in and know that this can help you get a job or to be able to have that accountability that that OPC provides. 00;16;43;29 - 00;17;05;10 And then also the fact that it is in the cloud, I think it makes it so much easier for access purposes and equity and making it available to all students. So one final question that I ask all my podcast guests. So if you could give one piece of advice to faculty or students, what would it be? And Matt, I'm going to start with you. 00;17;05;13 - 00;17;36;06 Well, clearly, the first is to have TA’ss like Nolan and Cate. That's pretty awesome. They've been great for many semesters. So it was said, you know, bittersweet as a professor to see them graduate. But I'd also add that, you know, scheduling is such a fundamental skill and ability in kind of modern practice and it underpins so many of the other principles that we talk about across the board and construction management and all of our classes. 00;17;36;06 - 00;17;58;24 And the students feel this. They appreciate it. I've had many students come up to me at the end of the class or even semesters after to say, Brother, we'll write a professor. We'll write that such that scheduling class was so great, it mattered. It made everything else clear. It helped me understand not only my own time management, but all the other things that I was talking about. 00;17;58;24 - 00;18;18;09 It just kind of connects and overlaps and all of these things. So I would guess, I guess my advice would be lean into it. Like I tend to ask my students many times leading up to when we actually go into the software say, Hey, are you nervous? What are you feeling or are you excited? Where's your head at? 00;18;18;11 - 00;18;41;17 And I'm trying to get them just lean in. It's going to be great. You need it. They know the principles. And now let's use the software and see it at work. And so that really helps. They've they've before they even touch the computer, they've learned a lot of the scheduling kind of administration. And then when they get in the software, you can just see these light bulbs kind of launching. 00;18;41;19 - 00;19;11;27 I go, that's what you I just constantly and that's really rewarding and it's super fun. And the students do appreciate it. So lean in hard, make it great and it'll pay off. I think that's really, really good advice. Kate, what about you? Yeah. As a recent graduate, I would say I have the unique perspective of being able to give maybe some advice to both students and faculty. 00;19;11;29 - 00;19;38;15 I think first on the student side, I'd say just dive in. I really do think that the best way to learn is, is to fully immerse yourself and being a student. You have a lot of privileges. And one of those is that on different assignments and different in class activities, you have the opportunity to make mistakes and it's not going to cost you a cent. 00;19;38;18 - 00;20;16;29 The penalty is a lot, a lot smaller. And so I would say dive in this, immerse yourself in the learning process in the program, make the mistakes and you'll find that you learn the program a lot quicker that way. And on that on the second half, just kind of the faculty is looking back on my college career, the scheduling class really was my favorite class that I took in my in my entire college career because I felt that it it finally tied everything in construction together where I was taking a framing class and concrete classes and different management classes. 00;20;17;01 - 00;20;38;25 And those were great. I was learning a lot, but scheduling was the first time where it finally clicked in my head of, this is how this is all related. This is this is how a whole project is run. And so I would just say, let your students get into the program quick. As Brother Wheelwright explained, obviously teach them what they need to know. 00;20;38;25 - 00;20;58;18 Teach them the basics of scheduling and set them up for success. But as soon as you can get students kind of tinkering with the program, using OPC again, as we're as I said, those lightbulbs will start to go off. And so I would just say, let them get into it. Let them start seeing how everything is all tied together. 00;20;58;21 - 00;21;29;08 I think that's really I think that's really sage advice to Tinker. I'm a tinkerer myself. Like I, I learned by playing with the PS software. And so the more you tinker, the more you explore it, the better it is. And then, Nolan, what about you? Too close this out? Yeah, I completely agree with Cade. OPEC has really helped me see beyond my college experience how I'm going to apply what I learned in my career. 00;21;29;11 - 00;22;00;11 I would say the one big piece of advice that I would give is, you know, it's frustrating learning new things and not only learning them, but mastering them. But, you know, sometimes you just got to put your head down and work. And I would also say that just find the need, you know, ask around, ask your professors, look for the need and where you could be used and you will you will find it. 00;22;00;13 - 00;22;29;13 I love that. I love I love that. Going ask where you can help, where you can serve, how you can be a problem solver. I think that's so important. Just finding that niche and finding out where you can break in assists because I think it benefits the people that you're helping and it benefits you as well. So a big thanks to Professor Will Wright and Caden Nolan for for giving me some information about the Oracle Academy usage of pro-Mubarak cloud at Brigham Young University. 00;22;29;16 - 00;22;51;01 To learn more about Oracle Academy and the resources we provide, please visit Academy dot, Oracle dot com and subscribe to our podcast. Thanks for listening. That wraps up this episode. Thanks for listening and stay tuned for the next Oracle Academy Tech Chat podcast.…
 
How students can develop career-ready, hands-on skills within the construction management field In this episode, Tyra Peirce chats with Dr. Aziz, Associate Professor, University of Washington, a construction management industry expert, who discusses teaching and learning of construction management, including project methods and the benefits a robust software like Oracle Primavera P6 can offer. -------------------------------------------------------- Episode Transcript: 00;00;09;03 - 00;00;34;12 Welcome to the Oracle Academy Tech Chat. This podcast provides educators and students in-depth discussions with thought leaders around computer science, cloud technologies and software design to help students on their journey to becoming industry ready technology leaders of the future. Let's get started. Welcome to Oracle Academy Tech Chat, where we discuss how Oracle Academy helps prepare our next generation's workforce. 00;00;34;14 - 00;00;57;07 I'm your host, Tyra Pierce. In this episode, I speak with Dr. Aziz, a professor in construction management at the University of Washington. Dr. Aziz and I speak about how learning P6 is helping prepare his construction students for careers. Welcome, Dr. Aziz. Thank you. To start off, can you give me a bit about your background and the class you teach at University of Washington? 00;00;57;14 - 00;01;17;26 But I thank you for having me again. It's a pleasure to be with you. I have a doctoral degree in civil engineering majoring in construction, engineering and management, and I'm an associate professor with the University of Washington. Before joining the academia, I used to work for a civil infrastructure company in Calgary, Alberta. But I had two roles to do. 00;01;17;26 - 00;01;45;11 A project analyst for mega projects and the project control engineer responsible for the development of construction schedules, for the company of projects which mainly were bridges and highways. So that was my main job with the company. In 2003 I joined the University of Washington to teach and research in construction management. Where now I am an associate professor along with teaching the university. 00;01;45;14 - 00;02;11;12 I prefer that we keep in touch with the industry. And so, to convey the latest information and this knowledge to our students of the classes and that's where I have a little bit side work for consulting and training on construction management training and Primavera and other software applications. I get to know Primavera, you could say, since the 1980s, the late 1900s, it is a very long time. 00;02;11;14 - 00;02;33;15 And that was during my studies in Egypt. And then later I used Primavera for several professional and training jobs. And when I joined UDAP, I started to work with Primavera through the Oracle Academy. I teach a number of classes UDAP. So, my first one is the planning and control, and that's for planning and control and scheduling of construction projects. 00;02;33;17 - 00;03;01;17 This is mainly the principles and practices of the critical Path method, the major method that we use in construction management. I also teach the construction computer applications. It's a hands-on lab for software use in the planning and control of construction. And then I also teach the certificate program classes, which also hands on technology is a software application for planning and construction. 00;03;01;20 - 00;03;24;14 Then I have a set of graduate classes for project economics and risk analysis and for the heavy construction estimating. So, you could see that the university keeps me busy with teaching mainly in the construction management area. So, that is a really interesting and unique background. I like how you are still involved in industry in making sure that you're keeping abreast of what is going on. 00;03;24;16 - 00;03;54;14 And so, which is I think while you're very qualified to give an answer to this next question that I have. What are some essential skills that construction management students need to learn? A great question. Construction management students are practical type of students. They are hands on students or learners. And so, in our department, to try to give them the skills that they need to be qualified was in order to practice and do the job quite well in the industry. 00;03;54;16 - 00;04;21;24 As you could see that there is kind of four essential categories of skills that they need to have. First one is to create cost estimates, construction schedules, safety plans. They should be very well and excellent in communication. The management side of the industry. Another one is to ability to have the ability to analyze construction documents, analyze construction methods and materials and equipment so that you will be able to select the proper ones for construction tasks. 00;04;21;27 - 00;04;47;13 You should be able to apply the electronic based technology to manage construction processes and tasks. And that's where the major software used by the industry. We teach them at the of the art department in our classes. And then finally, to be able to understand the construction accounting project control, risk management, our quality assurance, all these types of work that they will be working with in the industry once they graduate. 00;04;47;15 - 00;05;18;16 And that is so interesting that there's all these different types of skills, whether it's accounting or scheduling or project management or even time management that is just kind of really essential to construction management, which kind of leads onto my next question How does studying software packages and maybe in particular Primavera help to teach students these skills? Well, as I mentioned, the construction management in our program uses in several classes a suite of software applications to teach our students various disciplines. 00;05;18;17 - 00;05;40;01 We have planning and control, we have cost estimating, we have virtual reality. And so, applications like the Revit for BIM on the screen and blue beam for quality take off Comfortline for cost Estimating Primavera and Project for planning control. Several other applications. We have to get them be ready for that. And so, in some of my core classes primavera the focus. 00;05;40;01 - 00;06;13;28 And so, in my undergraduate construction computer applications, the professional certificate classes and in the capstone graduate class, they need to work with the software to do the work of planning, scheduling and so on. The and the CM, the construction management field. The students need tools to help them with hands on practice. And so specifically on the planning and control area, the students need to have software application that can implement the technical rules of the critical path method CPM as the main measure method that we use in the management of project. 00;06;13;28 - 00;06;46;16 And so, they need to be able to work with the software that implement to that. They need to be able to generate construction schedules and reports, facilitates updating of projects, generate progress reports, major performance like using the earn it value analysis method and carry out risk analysis. We also need to have a resilient application that can communicate with other software application such as Excel and Project and many of those other applications that are used by the industry as well are Primavera and the add ins provided that to me as an educator. 00;06;46;18 - 00;07;14;01 And so, since 2005, after two years from joining the university, I started to contact with the Oracle Academy, where I received the 100 of licenses of Primavera. That was like a grace for me to have Primavera where to be used in the classes since I used to work with it in the industry. And so, it becomes very a great opportunity to get them to learn a software that's being used by the industry as an educator. 00;07;14;01 - 00;07;40;10 Also, I then more than the technical, the scheduling capabilities that the students need to know, which is managed by the software itself, but they also get to work with the Enterprise project, the structure and the organizational structure. These are constructs in Primavera I use them to develop a structure for my classes, so I develop work areas for my students who are each student in a class. 00;07;40;10 - 00;08;02;14 I have access to one specific work area to create projects, to create resources separate from all other students. At the same time, I have an instant access to all that the students do in the work areas so I can interactively fix errors that might have in their projects and I keep the integrity of the class so no one would copy the work of others. 00;08;02;20 - 00;08;36;15 And so, the enterprise project, the structure and the OVS allowed me to generate that. It also allowed me to generate and create collaborative areas where multiple students could actually work on the same project. This collaboration is great when we do capstone projects and join a project, and it also allowed me to create quizzes and exam areas. Many are working in an exam setting and then you have your own specific area that you are working in Primavera, and the next students are also working on the same software, but they cannot copy from each other and shoot using the apps and the ops. 00;08;36;15 - 00;09;02;07 I was able to create that environment where everyone is responsible about the project that they do without having to work or to deal with any other student in that class. I think that's really interesting because it's kind of giving them that real world feel that they're actually seeing in their classroom where they're where collaboratively, but then they're working separately and being able to work together, I think is really a unique opportunity, which kind of leads into my next question. 00;09;02;10 - 00;09;33;24 What are some career paths for construction management students? The essential industry for us is the construction industry, and so the serious students can work in a construction and also in related construction industries. The main employer is the construction industry, which include public and private sectors government agencies, private corporations, general contractors, specialty contractors like homebuilders, consulting firms, even real estate developers and construction material suppliers. 00;09;33;26 - 00;09;56;07 Students can also work in the related industries. What do I mean by that? It's like the oil and gas industry, like the aviation and aerospace industry. Many of these companies that work in these industries also use the planning and control software. And so, CM students with the knowledge of this planning and control and these technology-based software can work in these industries. 00;09;56;07 - 00;10;24;21 And in fact, some of my Graduates work at Boeing and in Blue Origin. Many of these mega companies that do aerospace and aviation same students will be seeking positions like field supervision, site engineering, management, construction and schedulers, project controls and so these are the major jobs that they will be searching for. But later on in their career, they will move into construction project management, project managers and senior managers. 00;10;24;21 - 00;10;49;24 And they could also reach the CEO of a company. And in fact, some of our CEO's around in the companies that we have here are based in Seattle and in neighboring states are graduates from our graduates, from our classes in the in the program. And so, it's a career, a career full of position that they have something to look at, some goals to look at, not just to be a site engineer, but they could also reach the top level in a company. 00;10;50;00 - 00;11;15;15 And that's really interesting to see that there's different types of places to work, whether you're working for a homebuilder or for the government or for a big builder, and then they can actually progress on to management levels and even up to the end into the C-suite, which I think is super interesting. So how have knowing software, software packages like P6 or others as well helped your students in their internship or job searches? 00;11;15;17 - 00;11;42;11 Well, thanks. That's a great question. Just to give you a bit of a background, our construction management department has all of its students almost 100% to placement in the industry. So while we are learning our classes, our program, they have to be in an nternship. And so we have almost 100% a placement for our students and most of them, nearly all 100% of them receive return offers after they graduate. 00;11;42;14 - 00;12;06;24 And so, the knowledge of technology-based software application is crucial in the CM practice. As I mentioned, construction management is a hands-on field and that's why we offer our students exposure to several applications, including Primavera. So, they are ready to join the workforce. Primavera is one of the leading applications for planning and control and having it in our in their toolbox over the students is a plus, as is essential. 00;12;06;27 - 00;12;33;11 And so, Primavera again helps all of those students to get to know how to implement planning and control, not just at the school sitting outside again during their internships. It helps them to lay down good jobs as well as the with the industry. Usually, we have interviews coming to be done by the major construction companies as well as from the government. 00;12;33;11 - 00;12;56;18 And so, during these interviews, most of our students gets to be placed with these companies. And then onto my very last question. If you could give one piece of advice to faculty, your students, what would it be? Another good question. Teaching is essential, right? And so, t has an impact on the students learning specific subjects, specifically construction management. 00;12;56;18 - 00;13;27;16 As I mentioned, it's a practice, it's a hands-on environment, discipline. And so, students need to learn by doing. And so, it's imperative that when we teach them planning and control and the use of technology, because the application again, such as Primavera, we use real projects and we use a hands-on approach to learning. We need a small project to allow students to understand the concept, create a project and its activities, dependencies, resources and costs, and generate proper schedules and deliverables. 00;13;27;18 - 00;13;59;20 And so having a large obscure project will not be helpful as the students will be overwhelmed with the details that will obscure the learning and the essential skills that they need to know. And so, showing students menus and commands without practice, without hands on. Will not be sufficient. And so, my advice is for educators and for students is to work with the small size projects and work with a software that allows you to practice how to plan, how to schedule, how to control the project. 00;13;59;25 - 00;14;26;14 It's not just opening menus and see what's going on. You have to practice by your hand using a small project. This has been very successful with me and all of my classes. They have real construction projects. We have the hands-on training for probably over multiple quarters, and so students get to be very much hands on they are becoming very much ready to join a university, join the workforce once they graduate from the program. 00;14;26;14 - 00;14;46;06 And so again, my advice is to use a small-size projects with hands-on approach for learning. I think that is honestly one of the best pieces of advice, as I've heard lately, is to start small, get comfortable with that small set of skills and then increase and get more and more and more knowledge so they're not overwhelmed. 00;14;46;06 - 00;15;07;03 I honestly was sitting there thinking, as you’re answering like this is really, really good advice you can take to other aspects of learning as well, not just in construction management or construction scheduling, but any kind of project planning like or any kind of learning in general, like getting comfortable with a small set of skills and then doing more and more and more as you get as you get more proficient. 00;15;07;03 - 00;15;32;10 I really, really like that. That's some of the best advice I think I've heard as going through what I've been talking to educators. So, thank you very much. And thank you to Dr. Aziz for speaking with me about his class, at the University of Washington, and the skills students need to pursue a career in construction management. To learn more about Oracle Academy and our resources, visit Academy dot Oracle dot com and subscribe to the podcast. 00;15;32;11 - 00;15;40;06 Thanks for listening. That wraps up this episode. Thanks for listening and stay tuned for the next Oracle Academy Tech Chat podcast.…
 
In this episode Tyra Peirce speaks with Oracle Principal Architect and adjunct professor Victor Statchura about teaching cloud computing in the classroom, and some of the specific things that faculty should think about when they embark on teaching students in the cloud. ---------------------------------------------------------- Episode Transcript: 00;00;09;03 - 00;00;35;10 Welcome to the Oracle Academy Tech Chat. This podcast provides educators and students in-depth discussions with thought leaders around computer science, cloud technologies and software design to help students on their journey to becoming industry ready technology leaders. Of the Future. Let's get started. Welcome to Oracle Academy Tech Chat, where we discuss how Oracle Academy helps prepare our next generation's workforce. 00;00;35;11 - 00;01;06;09 I'm your host here appears in this episode. I'm joined by Oracle Principal Solution architect and adjunct University of Buffalo instructor Victor Stachura. In this episode, Victor and I speak about setting up cloud software and how it differs from setting up on premise software. Welcome, Victor. Thanks, Tyra. Glad to be here. So, to start off, can you give me a little bit about your background, your role at Oracle and the class you teach at University of Buffalo? 00;01;06;13 - 00;01;30;10 Sure, I can do that. I've got a long history, which means I've got a lot of experience. I've been working for a long time. I've been with Oracle for about just over three years. I've been teaching at the University of Buffalo for over ten years. I'm always in an adjunct role. Right now, I'm a principal solution architect, so I'm in a pre-sale’s tactical role. 00;01;30;12 - 00;02;01;12 Prior to that, at other companies, I was director of Enterprise architecture, software engineer, presales consultant, all kinds of different things. So, the courses I teach one is called Enterprise Models, which is basically a consulting solution architect type course, and the other one, which is more applicable to this podcast was called Big Data Technologies. So, students learned about concepts of big data, and they were hands on with Hadoop. 00;02;01;14 - 00;02;28;00 So, for someone who's interested in using cloud in their classroom, what is a key difference between cloud and on prem software? Well, when I started this course and I've been working with Oracle University, I was very excited to find out that they offer OCI credits to students. I was very concerned about installing Hadoop on each student's laptop because they all don't have laptops. 00;02;28;02 - 00;02;52;26 Some have Windows, different operating systems, some have, you know, Mac, you know, laptops. Some are using tablets. Some are using their phone. So, the previous instructor had a lot of problems with all the students and all the devices and trying to get software loaded up saying, great, let's use OCI. Everyone's working off from the same platform no matter what device they have. 00;02;52;29 - 00;03;20;21 They can access the cloud, and they can go from there. So that was really kind of the idea and the genesis of this whole thing. I wanted to eliminate a whole boatload of problems installing in different devices. So, what are some particular things that you think about when you set up a cloud environment, particularly for the classroom? Yeah, that's a really good question because these students, they were undergraduates, so they had very limited cloud experience. 00;03;20;23 - 00;03;42;11 I think there's a lot of people in industry, even to this day, even though cloud is a multibillion-dollar business for us and other companies, all they know is the marketing literature. I get out a credit card. I can go create an account. I go spin up a compute instance. I can move along. They don't realize all the details that have to go into that. 00;03;42;13 - 00;04;06;17 These kids, I had to give them instructions, too. You had to create private and public keys. What are keys? What are the tools you use to create these keys? They don't know anything about that. Yeah, you can speed up your spin up your environment. Well, you need an Internet gateway so you can access it. You need to use things, you know, different access tools to get into that environment. 00;04;06;19 - 00;04;27;10 You got to change network settings. There are security lists. There's, you know, security on the network cards, storage. You want to use block storage. There's a whole other set of commands you have to do to attach that. So, you need to understand the basics of cloud infrastructure, networking. If you're actually going to go and use some of these things. 00;04;27;10 - 00;04;52;13 It's not just a platform as a service. How to set up a cloud instance differ from setting up an on prem instance? Yeah, it's really understanding. In the cloud instance, you have to understand all that networking. You have to touch all those different parts of OCI and get used to using a lot of new tools. If I'm going to install software on my laptop, I'm going to download IT installer, let it run and away I go. 00;04;52;16 - 00;05;13;22 Okay, so in some respects it might be simple to do that. But again, when you're in a classroom environment, you got 50 kids or 40 kids and they all have different versions of hardware and software, it becomes complicated really quick. I think that's really interesting because we're all operating on different operating systems. I know I have a mac and some of my coworkers have PCs. 00;05;13;24 - 00;05;30;19 And so, when we go in and we're putting things in like our mail programs and we're trying to do share mailboxes, things like that, the commands that they use are different than the commands that I use based on operating system. And I think that, you know, it's cool that once you're in the cloud, that kind of levels, that playing field and everybody's the same. 00;05;30;27 - 00;05;50;15 Exactly. I gave these students very detailed instructions, typed this command, typed that command. I only had to do one set of instructions if I had Mac and Windows at least two. And then there's probably some other variants in there. If somebody throws in Linux or Unix or something else, even like you've got another set of instructions on top of that. 00;05;50;15 - 00;06;12;28 Exactly. Exactly. And these students, some of them are using iPads. They write on their iPads. A lot of them are using their phones. They're Yeah, I know there's tiny little screens, even though iPhone or a galaxy really large, they're using their phones. So how they interact in the classroom is very different than you and I or what we would think or how we. 00;06;13;00 - 00;06;31;28 However, we were back in school, we brought our computers, or we had our just taking notes in our in our notebooks and then going into the computer like that is crazy that they're starting to use their phones now to run their databases and things on the that's just actually several of them had the laptops that they're trying to OCI. 00;06;32;05 - 00;06;55;01 The instructions are on their phone and it's, you know, flipping back and forth. They can barely read it. No one is. They're skipping steps. It wasn't very efficient. I literally said to the class, we may go old school, and I may print these out for your paper because they were missing steps. But I digress. So, what are some key skills that students learn when they set up a cloud instance? 00;06;55;03 - 00;07;16;25 Well, they are going to learn about cloud infrastructure and what needs to be set up for that. They're going to learn about some of the networking infrastructure that needs to be set up. So, they're going to get some hands on with that and they may not have any experience to that. You know, getting that set up the security lists and block storage and those things that I mentioned previous. 00;07;16;27 - 00;07;45;07 The other skill is a soft skill that some students can do well, and others couldn't, meaning figure things out if it didn't work well. Okay, maybe they made a typo in the instructions or in the commands. Maybe they skipped a step. Okay. Or maybe is permission wasn't set up right. Some were very good, and they would do, you know, do a Google search and they would find it or ask a gen. 00;07;45;12 - 00;08;07;13 I know the question and they would solve it on their own. Other kids would say it didn't work. I don't know what to do. So, their lack of problem-solving skills is something I'm going to have to address going forward because I'm going to teach this again. Okay. They will learn some basic even UNIX or Linux commands. Okay. 00;08;07;13 - 00;08;29;27 Because look, there was the operating system we use at our compute instance, Ubuntu Linux. So that was something they're going to learn too. I think it's very interesting you talk about problem solving skills. I think of back in my development days when I had you have to do debugging or testing. I think that that's such an important skill that no matter if you're going to be a programmer or if you're writing instructions or any time you're working in tech. 00;08;29;27 - 00;08;55;07 I think debugging and learning how to figure out what went wrong is always a really, really important skill for everybody to learn. Absolutely. And the thing is, all of us in that class, when I when I taught it, we were not the first ones to encounter any of these problems. Somewhere in the world they found it out and they put it somewhere YouTube or all these tech sites that are out there, Slashdot or whatever. 00;08;55;09 - 00;09;15;16 And there was one group of students that were very good at, I'm going to Google, I'm going to research, I'm going to read the and that's what I was doing, Yeah, okay. Because this is the first time, I had to teach this course, and I had to learn it too. So, I'm doing that research. And then there was other students that I had a talk with, and I says, look, you need to learn to problem solve. 00;09;15;19 - 00;09;41;11 And no, what's going to give you the answer when you're out in the real world? They're going to give you general direction and you have to figure it out. Internet search engines are your best friend. There's so many things, whether it's like fixing a sink, you know, fixing the garbage disposal under my sink or like figuring out how to debug my email software or like figuring out why Apex or Excel is not working for me. 00;09;41;11 - 00;10;03;05 Like, there's so many, so many ways that even in not just our computer science and programing classes, but in everyday life, the learning how to problem solve is a really essential skill for students to have. Absolutely even in your jobs, you get it. Bring something to the table. And I give them an example myself. I got hired at a bank here in western New York. 00;10;03;08 - 00;10;22;28 I was the head of the strategy for the integration platforms. Okay, So I come in, I find out where the coffee urn is and all that type of stuff, and I go to my new boss. This is where do you want me to start? He goes, Learn and form an opinion. Okay, can I have a couple of names to start with? 00;10;22;28 - 00;10;45;05 And he gives me a couple names. So, I basically started an interview process, and those people gave me more names and I had to learn, figure out the questions to ask, and then come back in a month. And here's my opinion. You know what's more nebulous than that? No one said, Vic, go do this, okay? And so, you have to you're going to be expected to bring something to the table. 00;10;45;07 - 00;11;12;17 I 100% agree. And so on to my last question. If you could give one piece of advice to faculty, your students, what would it be? Well, I came up with quite a list of what I'm going to do differently but review the basics. Okay. Because there is a large variability in skills. In my class, some people were very well versed in basic Linux commands, others weren't. 00;11;12;18 - 00;11;37;12 So, I have to go through that, provide some teaching for them and refuse to talk about the problem solving, how to go about do that. Here's some websites you can use. Okay, I'm going to go over an architecture diagram of a basic cloud environment because they have no pictorial concept in their mind what it should look like. 00;11;37;14 - 00;11;59;08 It's very nebulous. Okay, I have this virtual machine that's my computer and I have a there's a virtual network card and virtual storage and security lists and gateways and service gateways and internet gateways and all this type of stuff. So, I'm going to kind of go through all these basics with them before we actually get into the instructions. 00;11;59;10 - 00;12;16;12 I think that's really important to be able to go back to basics. So, you know, when you're an instructor, you're going in your teaching aside, go back to basics depending on the class of your teaching. So just kind of level set for everybody. I think that's such an important such an important piece of information is, hey, these are basics. 00;12;16;12 - 00;12;37;13 We're going to start here, and then we'll build upon those basics once everybody's comfortable. I think that's such a such a great piece of advice. So, a big thank you to Victor for joining me on the podcast today. If you're a student learning more about Oracle Academy, please check out our website and subscribe to the podcast. Thanks for listening. 00;12;37;16 - 00;12;44;04 That wraps up this episode. Thanks for listening and stay tuned for the next Oracle Academy Tech Chat podcast.…
 
In this episode, Tyra Peirce speaks with Dr. Gisella Bassani, Associate Professor of Information Systems at University of Colorado Denver about her use of the Oracle Academy Cloud Program for teaching and learning, and how she gets her students started using Oracle Cloud Infrastructure. ---------------------------------------------------------- Episode Transcript: 00;00;00;00 - 00;00;34;20 Welcome to the Oracle Academy Tech Chat. This podcast provides educators and students in-depth discussions with thought leaders around computer science, cloud technologies and software design to help students on their journey to becoming industry ready technology leaders of the future. Let's get started. Welcome to Oracle Academy Tech Chat, where we discuss how Oracle Academy helps prepare our next generation's workforce. 00;00;34;22 - 00;00;59;27 I'm your host here appears in this episode. I'm joined by Dr. Gisella Bassani, assistant teaching professor of information systems at University of Colorado, Denver, about her use of the Oracle Academy Cloud program in her classroom and some of the things she does to get her students started using Oracle Cloud infrastructure. Welcome, Dr. Barzani Thank you so much for having me, Tyra. 00;01;00;02 - 00;01;31;09 To start off, can you please give me a bit about your background and the class you teach? I am a information systems professional. I have been working in information systems for over 30 years. And much of the time I was implementing business intelligence systems, working on databases and reporting. About 13 years ago, I decided to switch to academia so that I could pass on my knowledge to the younger generation. 00;01;31;11 - 00;01;59;22 And I've been teaching at universities ever since. Both at BYU and now at Sea Denver. I teach multiple classes, both for graduate and undergraduate. My main focus is databases. Although I do teach everything from business classes and intro to business classes all the way to Excel and Tableau. But my happiness and the thing that I enjoy doing the most is teaching database classes. 00;01;59;24 - 00;02;22;28 How does the cloud environment make it easier for your database students? Did the cloud makes it easier for my database students for multiple reasons. The main one is that many of my students do not have a lot of space on their laptops to run the programs. Many of their laptops barely have enough space for the things that they need to have for other classes. 00;02;23;00 - 00;03;05;00 So this allows them to have a big database and use the software and without any problems. The second reason is because they can use both PC and MAC and different operating systems. So Linux, iOS and Windows all work with the database being in the cloud, and that makes life much, much easier. They also each have their own databases to work with, and I don't have to create an environment in my job at my school to host all of these databases. 00;03;05;07 - 00;03;27;05 So it makes it a lot easier for me, also for maintenance, not just for the students. On the flip side, are there things that make it a bit trickier for your students? Yeah. So there are a couple of things that do create some trickiness. First of all, the cloud database starts every seven days that you are not using it. 00;03;27;06 - 00;03;50;14 So if they go on a break or for some reason they're not focused on your class for about a week and then come back, they have to go in to the Oracle Cloud and actually physically restart the database rather than from the sequel developer on their computer. So that is a bit tricky. They get very flustered with that. 00;03;50;14 - 00;04;19;14 You have to have instructions for them to get through that. Additionally, every semester there seems to be one or two students that once they restart their database, the database does not fully restart correctly. So what happens is that it starts and then every 10 minutes it goes back to the services being stopped and they cannot restart it and keep it on for a long time. 00;04;19;17 - 00;04;45;03 So this seems to be an issue that has not yet found a resolution and it could be linked to creating a database is always free. So you may want to have them delete the database and recreate it, and that might help the student if they do it. Just slightly different with the not always free version checked and the third thing is really understanding the architecture. 00;04;45;05 - 00;05;10;18 They are not very intuitive about client server or cloud software architecture. Sometimes they think it's just all on their computer. And so sometimes you have to just explain that to them a little bit better about what be having something in the cloud means and how their actual computer software is different than the cloud software. I actually like that. 00;05;10;18 - 00;05;37;17 And honestly, I think it's really interesting because we don't they don't understand. A lot of times students are particular that it is different for client server and cloud. Like they don't understand that the software is not living on their machine. The software, the software will probably have the same feature functions, but it will be a little bit different in terms of access points, storage and when they're saving things and things along those lines. 00;05;37;17 - 00;05;57;25 So I think that's another thing that's interesting for them to learn. Also, they can access it from any computer, so they could be on a lab computer one minute or their computer at home the next, and they're still going to be able to have access to their to their database or their OCI in the cloud. Exactly. And this doesn't just happen with Oracle Software. 00;05;57;25 - 00;06;27;06 It's any cloud. Like when they're using the OneDrive, it takes them a very long time when they're freshmen to then understand how the OneDrive sort of works a little bit, you know, compared to having it on their computer. And yeah, it's just a little different. So what are some tips you have for faculty teaching database using OCI that will help their classroom run more smoothly? 00;06;27;08 - 00;06;54;00 Well, that's a great question. So there's quite a few things that you can do to make the classroom run more smoothly. The first thing is make sure that the students know to go in once a week, at least to keep the database operational. So that's number one. The next thing that you should really do is make sure that all of this information is also on your learning management system. 00;06;54;03 - 00;07;25;28 So you should create some videos for the installation and how they install, for example, and how to make sure that they can put the database and start the database again and the services for the database again. You can they can watch those multiple times, so that be helpful for them. With that, you should probably also create a step by step written manual, like in a word doc or something to go along with a video. 00;07;26;00 - 00;08;12;15 This will help them greatly. Some students are very video oriented and want to go through step by step on a video. Others really want something in writing and some students want both. So providing all of that will make sure that there's accessibility for all of your students. The other thing is to create student teams in the classroom. So that's what I have done during my classes, is I create basically study groups or debugging groups where by the students help each other out with technical questions and software issues because some of the low level debugging can easily be done by some of the students that might have higher skill sets within your class. 00;08;12;16 - 00;08;38;26 As you all know, probably the you know that the students don't come in with all the same capabilities. Some of them will have looked at databases before. Some of them may have even program databases before. Whereas others may have never been working much with a computer at all. And there's everything in the middle. So having students help each other will help the classroom more smoothly. 00;08;38;28 - 00;09;02;14 And one more thing. While you're in the classroom and you are lecturing. One of the things that I do is that I pause often and say, Are there any questions? And you can stop me now if you're not where we are so that they catch up better as opposed to waiting till the end where some people got lost somewhere in the middle. 00;09;02;17 - 00;09;19;20 You want them to keep following you? I think those are really useful suggestions and I think it's always important for students to make sure that they work together, that they're collaborative. And I think as students learn how to debug, it helps other students learn how to debug. And so I think that's a that's some really, really helpful advice. 00;09;19;22 - 00;09;59;12 What are some key skills that students studying database should learn? Another great question. So the very first thing to me is database architecture. I think that database architecture is fundamental. You need to understand these. You need to understand what a good database design is. Most interviewers will ask you about normalization and normal forms and relationship types. During the interview, if you don't teach them that and you just teach them how to code, they may not do so well on the professional interviews on the other side. 00;09;59;14 - 00;10;29;25 When I was the manager of a big team, those are the types of questions that we would ask just as a base to know that they understood sequel. So that's one. In terms of coding sequel, of course, from creating tables to querying tables, it's important not to just teach them how to query tables, but also how to do the creation of tables and modification and things like that. 00;10;29;28 - 00;11;08;16 It's really important to have both aspects because if you don't do that, they may not really truly understand what they're querying and what other options they may have for querying. And their querying skill level won't be up to par with other people that are graduating with this type of class. You also want to make sure that they really understand how to find help on various topics once they leave the class where the online help resources are, where how to ask the right questions of those resources and how to assign. 00;11;08;22 - 00;11;34;07 You don't always use all of the coding all the time, so sometimes you use that one set of elements and if you do that, then you need to know how to go and retrieve information. One final question. If you could give one piece of advice to faculty or students, what would it be? Well, it's hard to just give one piece of advice. 00;11;34;07 - 00;12;06;18 So my piece of advice is a multi-pronged piece. The fact is that learning, coding and learning classical database architecture, it's really very much like learning a new language. So many students that I have do know a different language. They just not one language students, Right. So they remember what it's like to learn a new language. If you tried to learn Spanish in high school that you need daily practice to have these language skills. 00;12;06;18 - 00;12;28;23 And if you just read about the topic without practicing it out loud or in this case coding it on to a database, you're not going to remember that skill very well. And so it's very important that you learn it in order for language. Right. You start with the Hello, how are you? Right. And you move on from that. 00;12;28;23 - 00;13;11;26 So you learn to select from and then you move on from that. And then you've got intermediate skills and then finally the advanced. So you can't just start in the middle, like with other topics that you're that they're learning. So because of this, I think that they should remember to give themselves grace because it takes a lot of time to learn a new language and especially the older people get, the more that they think that learning something takes just a few minutes or a day or just a little bit of time because we don't remember how long it actually took us to learn even our primary language that we spoke. 00;13;11;26 - 00;13;36;05 Right? It took us years to learn it well. So remember that this is the same thing with learning this language. I think that's really good advice. I like what you said about giving yourself grace because when we learn a new topic, we're not just going to be experts overnight and that we need to take time, learn to digest and recognize that failure is going to come and that we're just not going to be able to get proficient overnight. 00;13;36;05 - 00;14;04;00 And just to give yourself some grace and some thought to actually going at your own pace and everybody's going to learn at their own pace, which I also think is is really important. So as well. So I really believe that you said that everybody learns at their own pace because sometimes you see other people and it all has to do with what you've learned before, how fast your learning goes. 00;14;04;03 - 00;14;24;25 Like if you have coded before, you're going to learn these languages faster than if you've never, ever coded before. And you can't just look at somebody else in the classroom and think, my gosh, I'm just not good at this. No, no. They just happened to have some knowledge that you didn't have. That's long before they even came to class. 00;14;25;02 - 00;14;49;01 So that's part of the giving yourself grace. I agree with that. And then some people, they have natural inclinations to be to pick one kind of thing up and then somebody else has a natural inclination to pick something else up. So maybe for one ear design is easy and then for another one, the actual coding is easier. And so just where our natural skill sets have a tendency to lie, I think that's also important as well. 00;14;49;01 - 00;15;21;06 We're giving ourselves grace is learning new skills. Absolutely. A special thank you to Dr. Bassani for speaking with me about how she utilizes the Oracle Academy Cloud program in her classroom. To learn more about Oracle Academy and our resources, visit Academy about Oracle dot com and subscribe to our podcast. Thanks for listening. That wraps up this episode. Thanks for listening and stay tuned for the next Oracle Academy Tech Chat podcast.…
 
In this episode host Orlaith Lawton speaks with Oracle Ace Director Finland Heli Helskyaho about the importance of data and continuous learning. --------------------------------------------------------- Episode Transcript: 00;00;09;03 - 00;00;37;15 Welcome to the Oracle Academy Tech Chat. This podcast provides educators and students in-depth discussions with thought leaders around computer science, cloud technologies and software design to help students on their journey to becoming industry ready technology leaders. Of the future. Let's get started. Hello, everybody. Today, in February 2024, my name is Orlaith Lawton that I'm the Oracle Academy and Media Marketing Manager. 00;00;37;17 - 00;01;08;27 And I'm delighted to say I'm here with my colleague Rania Herberg, who represents Oracle Academy in Helsinki. And Heli Helskyaho. She is the CEO for Miracle Finland OY. She also holds a master's degree in computer science from the University of Helsinki, and she's specialized in databases. 00;01;08;29 - 00;01;44;15 At the moment, she's working on her doctoral studies at the University of Helsinki. And Henry has actually been working on it since 1990. She's also an Oracle ace director and a frequent speaker at my company since she's also an author of Oracle as well. Developer Data Monitor for Database Design Mastery and a coauthor of Real World School and Feel and School Advice from the Experts, Machine Learning for Oracle Database Professionals and several other books. 00;01;44;18 - 00;02;13;01 So we are absolutely delighted to have you here, Heli. Thank you so much for joining us. And let me start off by maybe talking a little bit about to as I mentioned, you're an author and you're very interested in data and it's fantastic to have a female voice in technology. Perhaps you can give us a little bit of background about your role and how you got into technology and became an oracle ACE 00;02;13;02 - 00;02;35;01 So I always love to answer this that I always wanted to be in tech and I always loved computers and that kind of stuff, but I didn't. I actually hated computers, so I was studying mathematics and I didn't know what I want to do when I grow up. And I my father told me to take some computer science classes and I was thinking, okay, why not? 00;02;35;04 - 00;02;55;20 Because actually learning was always very easy for me. So I was thinking, it's going to be a piece of cake, you know, just some computers and that's it. But it was not. So when I took the first course, I barely passed and I didn't understand anything. So that was so frustrating because I was the A-plus student. And I just, you know, didn't understand anything. 00;02;55;28 - 00;03;16;07 So I was blaming the teacher. The teacher must be bad. And I will take another course that is taught by another teacher. But the same happened again. And then I was thinking, it cannot be the teacher, it must be me. So there's something I don't understand about computers and the computer science. And because I always loved challenges, I decided I will take more courses. 00;03;16;07 - 00;03;36;19 I never give up. So I always like to fight. So I was saying, I need to know what. What's the problem? Why don't I understand anything? And I took more and more courses. Finally, I took all their courses you can take as a minus student. And I was thinking, I still don't know anything. So I had to change my major and start with computer science. 00;03;36;20 - 00;03;58;03 So I went to see the faculty principal and I said, I want to change the computer science. And he was like, Are you kidding you? You're very good in math, but you are no good in computer science. So why do you want to change? I said, Well, you just described it. That's why. Because I really don't understand computer science, and I want to understand. 00;03;58;10 - 00;04;18;01 That's why I want to change. And he was okay, I'll sign the paper. But if you if you just decide you made a mistake, come back. But then suddenly I started to understand when I came to data and databases and all this kind of thing, I realized this is my field, so this is what I wanted to do. 00;04;18;03 - 00;04;48;18 Then I was also hired by a computer factory. So I was. I was able to see how the computer is built and it's not rocket science. So I realized this is very understandable for even somebody who is not very technical. If you could say that I'm a super tester, so I break everything I touch. So they didn't let me build any computers, but it was very, very intuitive to see the pieces that you used to build a computer and it somehow made it understandable to me. 00;04;48;19 - 00;05;13;28 So it's it's, it's not that difficult. So kind of after all that struggle, I realized that computer science is definitely for me. And I have never regret my decision. So finding data, finding databases, and now lately machine learning as well. I am so happy where I am at the moment. So this is definitely my career. So what I could tell everybody else is never give up. 00;05;13;28 - 00;05;36;26 So if you feel like you don't know something, it's just a little bit something that should be explained in another way or something that you should try yourself to understand what it actually means. So it doesn't mean that you are stupid or you are not technical or you are not whatever. It's just that you are missing a piece of information and that's why you don't understand. 00;05;36;28 - 00;06;05;09 So yeah, that's my story. In short, and I'm working on my Ph.D. So yeah, computer science is definitely for somebody who doesn't like computers in the beginning. That's really good to hear. That's really interesting to hear how you almost accidentally got into it, because I think it sounds like it was a challenge to more than anything else. But perhaps then you could give or this is more information as to the main subject areas of expertise such as data and how that has helped you in your career. 00;06;05;12 - 00;06;33;08 Well, yeah. So data, I think is everything. So there is nothing in any business if you don't have data. So that's kind of whatever the customer is working on. It's always related to data. So I think that's the reason why I find data very interesting because it has the answer to all the questions that you might have, and that leads to data quality, which is one of my favorite topics. 00;06;33;13 - 00;06;54;29 So saving any kind of data makes no sense. It has to be a good quality data, and that's why database designing is important. That's why machine learning comes important when you have good quality data. So if you have bad data, you can't do any machine learning, You can't build data warehouses, you can't do anything with bad quality data. 00;06;55;01 - 00;07;20;11 So that kind of is my favorite thing. And highlighting that good quality data is the key to everything I may need to touch back on what you were saying earlier on about computer programing, computer science and subject for those who are maybe not naturally inclined to think about it or go into it. And as you know, we have a lot of men in the technology world. 00;07;20;11 - 00;07;45;22 We don't have as many women, unfortunately. And how would you encourage girls who may be interested in trying something new and going into technology or haven't thought about even how? What would you say to girls thinking about technology? So first of all, I've been doing quite a lot of mentoring, and I usually start with the fact that people are saying that I'm not a good developer, so I cannot be on it. 00;07;45;25 - 00;08;09;07 You couldn't be more wrong because it is not about developers. It's about all kind of skill sets that you need. Developer is just one of these personas, but there's so many other skill sets that are needed in the area. So it doesn't mean if you don't like to be a developer and if you don't like programing, it doesn't mean that it's not for you because there's so many other things. 00;08;09;09 - 00;08;33;23 And I think the biggest challenge is that if if you are able to see a big picture, it's not just, you know, small, tiny details, but big pictures, you would be very welcome to it because we need people with that skill, you know, understanding. What is the big picture here? What are we trying to do? And then we have a lot of people who know the details and they are very much needed. 00;08;33;25 - 00;08;56;28 But we don't have enough people who can see big pictures. And I have so far experience that women are actually quite good in that, you know, they are raising families with a lot of children and husband and everything. And so many things are happening. And you still have to hold that project going on. So the family still has to be doing well and everything should be fine. 00;08;57;04 - 00;09;22;01 So a lot of these women are very good with big pictures and coordinating things. And I think that is the skill set that is definitely needed on it. So if you think you are not a developer, it does not mean that you are not welcome to it. There are other positions as well. A lot of that. I suppose that leads me on to the female voice in a I. 00;09;22;03 - 00;09;50;04 Obviously we think it's important to encourage girls to move into technology and learn more about us. And how important do you think it is to have a female voice, so to speak, in AI in the future? So, you know, everybody is the same and everybody thinks the same. We will have no improvements in anywhere, so we should have different kind of people who are thinking differently and seeing different things so that we can improve whatever the area is. 00;09;50;04 - 00;10;18;00 And the same goes with AI and data and all this kind of things. So we should have different people who see things differently and that's why we should have a lot of different voices to to make the field better. But also, if I think about ladies in general, I think the problem is that we are we have to be 120% sure we know something before we are ready to do it. 00;10;18;03 - 00;10;38;14 While as men, if they know about 50% of the stuff, they said, yeah, I'm very good in that. I can do that and they can, but we could also do the same. But we are just too demanding to ourselves, so we we expect too much from ourselves and that is a problem. We should get rid of that and be brave and trust ourselves. 00;10;38;17 - 00;11;02;16 That would help a lot. So we do have skills, but we are just too shy to show them. And this other question then, in relation to data, why is it important for faculty to teach their students about data? And how does having data these skills prepare students for future jobs? First of all, data, as I said, is the key to everything. 00;11;02;19 - 00;11;33;20 But secondly, if you think about database designing, that kind of teaches you how to think logically. So you have defined entities, how the entities are related to each other, all this kind of thing. So kind of teaches theological thinking and the same skill you need in many other areas as well. So if you learn logical thinking with data, whatever the business is that you will be working on later, this skill is definitely a good bonus for whatever. 00;11;33;22 - 00;12;03;20 So yeah, knowing databases, knowing how to design databases, understand ending what data is about is the key to many, many positions. Well, absolutely. Of course, for that good quality data as well. So if you understand data, you will have good quality data. But yes, the logical thinking is number one. Perhaps. One final question then. If you could give one piece of advice to faculty or students, what would that be? 00;12;03;22 - 00;12;27;25 What I learned when I was at the university as a very young student, I was often told that you probably don't understand this. How would they know what I understand it, what I don't understand? So my advice is that you know yourself and trust yourself and don't let the others tell you what you can or what you cannot do because it's your life. 00;12;27;28 - 00;12;54;07 So you should be the one who is in charge of your life. And don't let anybody else to diminish your your you as a person or you as a student or a teacher as well. So definitely, you know what you can you also know what you can't. But that's something that you could be improving so that you would you would know more and you would be able to do more. 00;12;54;09 - 00;13;15;19 So instead of just seeing the bad things like I am not very good in math or I'm not very good in English or I'm not very good, you'll say that, say what you are good at, and then those that you are not so good at improve those skills and you will be much more good in everything eventually. Excellent. 00;13;15;19 - 00;13;40;21 That's fantastic advice for students and faculty. I may just ask Rania if she would like to ask a final question to or against Halley. My final question that's actually coming from my personal background and from my personal point of view, as well as from a leading I.T, as well as all of us here. But my background is in business, international management and psychology. 00;13;40;23 - 00;14;06;13 I mean this topic that you actually touched upon previously as well, but do you have any advice for the ladies that are studying this kind of non STEM related topics and still have the aspiration to maybe peeking into the field or of technology? What would be the first step? Well, I think now is a lot easier than it was before because we have lot of all kind of certification courses and MOOC and all this kind of thing. 00;14;06;13 - 00;14;35;28 So you are able to study, even though you are not joining university or taking any particular courses. So you can you can either spend your own time or your company's time learning about new things like at the moment, narrative. AI is quite an interesting topic for many of us. A AI in general is quite interesting, so you can just take some courses and get the understanding of what what are people talking about may be fundamental. 00;14;35;28 - 00;14;54;19 Also something like that. It doesn't have to be deep technical, but it can be something that gives you the understanding what are they talking about? So that kind of gives you the feeling that you understand what people are saying and you don't feel like you're left out because you are just like, this is a strange word. I have never heard about it. 00;14;54;19 - 00;15;20;02 So I will not listen. I'm just whatever. So it kind of includes you in the community. If you if you take those courses and and you understand what what or what are these people talking about? And as I said, this is not very difficult. So this is quite easy. It's just that I think we tend to make it look difficult because we use difficult words. 00;15;20;05 - 00;15;40;09 And my favorite we use several words for the same thing just to confuse you. So especially in AI, that is the thing. So the same thing is called with different names and then you feel like, I'm too confused. I don't understand anything, and you stop listening, so don't let that happen and don't let us do that either. 00;15;40;09 - 00;16;04;06 So if we are talking nonsense and if we are trying to make it look complicated, just say that. Can you say that in simple words and don't make it too complicated? Well, thank you so much, Shelly. That's very encouraging. I think you've made us all think it's within our reach to enjoy and understand technology, the importance of diversity and the importance of being yourself. 00;16;04;13 - 00;16;29;06 Well, thank you so much, Heli, and thank you on you as well for joining us. And your contribution is a very broad question. And thank you for sharing your knowledge about data. It what's coming in relation to AI and the slack that we should all be open to it and experiment and explore. Thank you. Also listening and I hope you join us for an exit search that wraps up this episode. 00;16;29;13 - 00;16;34;11 Thanks for listening and stay tuned for the next Oracle Academy Tech chat podcast.…
 
In this episode host Orlaith Lawton speaks with Oracle Cloud Engineering expert Alex Negu about AI and Prompt Engineering. --------------------------------------------------------- Episode Transcript: 00;00;00;00 - 00;00;35;19 Welcome to the Oracle Academy Tech Chat. This podcast provides educators and students in-depth discussions with thought leaders around computer science, cloud technologies and software design to help students on their journey to becoming industry ready technology leaders. Of the Future. Let's get started. Hello and welcome to the Oracle Academy Tech Chat, where we discuss how Oracle Academy prepares the next generation's workforce. 00;00;35;21 - 00;01;13;29 I'm your host, Orlaith Lawton. And today we'll be talking about AI, a prompt engineering in the cloud. In this episode, I'm joined by my guest, Alex Nagel, an Oracle expert in cloud engineering. Alex is a senior cloud engineering manager at Oracle. He's responsible for overseeing projects in Central and Eastern Europe. Since joining Oracle, Alex and his team have tackled some of the most challenging cloud projects helping customers leverage the innovative services that Oracle offers from start-ups to large enterprises and even the public sector. 00;01;14;01 - 00;01;43;04 Alex has led over 100 cloud projects. Recently, he has focused on ground breaking achievements in artificial intelligence with expertise in areas ranging from data management to large language models. Alex is dedicated to facilitating A.I. adoption across diverse industries. To start off, can you give me a little bit about your background, Alex, and what you do at Oracle? Absolutely. 00;01;43;11 - 00;02;03;24 My main job as a cloud engineer is to help our customers get the most out of their cloud services. Basically, we work very closely with them, advising on everything from the design of the systems to making sure everything runs smoothly. I lead an awesome team, by the way, which means I get to learn from each of them and from different projects being involved in across central and eastern Europe. 00;02;03;27 - 00;02;21;25 What's really cool about this role is that no two days are the same. We work with companies from all sorts of industries and each one comes with its own unique challenges. This means we spend a lot of time researching and finding the best solutions. It's a great way to keep learning and growing. Probably that's my favorite part of the job. 00;02;22;01 - 00;02;42;19 Being involved in these projects, just to give you some examples, has given me insight into how financial system works, how airlines operate, how farmers take care of their crops, and how people in end use are tackling the most important challenges the one that seems to be unthinkable like plastic pollution in the Mediterranean Sea. You know, that's something really inspiring. 00;02;42;21 - 00;03;00;26 Something I always like to highlight is the bigger picture when you're thinking about cloud and technology in general. Remember that those are just tools to solve the problems. You start with a challenge and then figure out what pieces you need to solve it. It literally is like we are playing with puzzles; we're trying to solve riddles every day. 00;03;00;28 - 00;03;22;00 I think I have one of the coolest jobs in the world. You know, our role getting back to the initial question is to make sure we are solving our customer issues in the best and most optimal way, whatever that means. Yeah. We get to work with all kinds of exciting stuff, things like local development, blockchain automation across the stack, and of course artificial intelligence. 00;03;22;00 - 00;03;46;27 But at the end of the day, it's all about solving real world problems. Wow, that's a huge amount of information. It sounds extremely interesting and exciting, but great that you're sharing that with us. You mentioned A.I. Alex, and it's hard not to notice all the buzz about it in recent years. Can you share maybe your thoughts on where A.I. fits into the bigger picture? 00;03;47;00 - 00;04;08;20 AI has indeed been a huge topic lately, especially with the rise of consumer-friendly tools like J.G. Beattie. But really, it's important to separate the hype from reality. Right. I mean, it’s everywhere, but I think we need to get back to the basics. First off, we need to understand what AI is. At its core is about making predictions. 00;04;08;21 - 00;04;32;00 Yes, it's incredibly complex, but ultimately, it's still about making predictions. There's a lot of buzz around AA right now, and some people think we'll soon have artificial general intelligence, the kind that can perform cognitive tasks better than humans. However, I'm talking from my own experience. The closer you look, the more you realize that's not quite the case. We are not there yet. 00;04;32;02 - 00;04;56;07 He's been around for decades. It's not something new. What's new is the breakthrough ingenuity VR, which is just one part of a much larger and broader field. We've been using it for things like computer vision, gesture recognition and predictive maintenance for a while now. This use case has been across various industries, right? So it's not specific to computer science or something very linked with the tech only. 00;04;56;10 - 00;05;19;13 The big shift recently is how accessible it has become for everyday consumers, just like myself or yourself, when we are not working here at Oracle, Tools like Jeep DS Make it easy for anyone to use AI, and because these tools mimic human like intelligence, they've seen a huge surge in adoption. As for where AI fits in the bigger picture, I believe it will blend seamlessly into our daily lives and activities. 00;05;19;18 - 00;05;44;18 So without significant new breakthrough breakthroughs, I don't see AI replacing humans. Instead, it will augment what we do. Making books easier and enhancing productivity over time will become a commodity, something we take for granted, just like many technologies before trade. Don't get me wrong, AA holds immense potential for addressing social issues such as poverty, inequality and access to education. 00;05;44;20 - 00;06;09;19 Areas where humanity hasn't done enough so far. But for individuals, it can boost productivity and simplify our lives. That's why I think it's crucial for everyone, especially students, considering the toxic context in which we are meeting to keep an eye on their development, Stay updated with the latest advancements. Wow. That's really interesting. And tell me, Alex, you know, as a student, listen to this. 00;06;09;21 - 00;06;33;15 You're probably thinking, do you need a computer science or a master's degree perhaps, to get started with a I? No, no, I don't think You don't. I don't think you need it. But look, it might depend. Yeah. It's important to distinguish how each of us interact with there. How do we position ourselves into the context? For instance, you use the internet without needing to be a network engineer. 00;06;33;20 - 00;06;53;17 Right. Similarly, you can take advantage of artificial intelligence without having to be a data scientist or researcher or an engineer. Eight comes in many forms. It could be a featured in your favorite phone app. We all see that every day, right? With the new updates being rolled out. Or it can be a chat tool that you can use for various tasks. 00;06;53;19 - 00;07;18;05 Let's talk about the latter, since it's probably one of the most popular examples that everyone is looking into. More recently, tragedy, for instance, I'm sure everyone has heard about by now. It really has been a game changer over the past few years. It offers a chat interface powered by a highly capable large language model. You can use it for searching information, creative writing, proofreading, brainstorming, problem solving, and so much more. 00;07;18;08 - 00;07;46;06 The beauty of it is that you interact with it through natural language, making it the bot intuitive and accessible. And with the addition of new multimodal capabilities, like how the new models are being released, you can now interact using not only language but voice or images as well. Expanding the range of possible use cases exponentially. Looking ahead, there will be people driving innovation and those will be those who will utilize it. 00;07;46;09 - 00;08;13;15 I'm going back to your question. No, you don't need to be a specialist to achieve great things. Be there. You just need to learn how to use it effectively. Excellent. Okay. And you mentioned the large language models. So let's imagine it's my day one when it comes to using large language models or EVs. What should be the starting point in learning how to use these elms before you dive into using a lens or a model? 00;08;13;17 - 00;08;34;18 Right. It's important to understand how they work, what they're good at, and especially their limitations. You don't start by the car without knowing where the steering wheel is and how to press the brake right. So knowing the basics will help clear up many questions you might have later. Keep in mind, these models might not have access to specific info you're looking for. 00;08;34;24 - 00;08;52;08 They can also get the things wrong or make stuff up. You know what is called hallucination? So easy to spot. They create answers from the ones which are flawed. You don't have to be a pro, but you should know the basics. I mean, you should have a basic understanding after you get the hang of how this model works. 00;08;52;10 - 00;09;19;07 You can focus on prompt engineering. So what is a prompt? It's basically the instruction you give to the AA, the message you're sending. The output is based on what you're told, right? To get the best results, you need to know what was and how to ask it. Prompt engineering is all about writing clear and precise instructions to look closer to a good prompt usually has three parts the context action and the guidelines. 00;09;19;14 - 00;09;41;23 So context. This is if you want the big don't know the background info that the model needs to answer your question. For example, if you're asking questions about yourself or your family, the model needs that info to respond accurately. Without it, the model might give a wrong answer because it was not trained on personal data, so it doesn't know things about the question you are asking. 00;09;41;26 - 00;10;00;03 Then moving from context, you have the action. This is what you want the model to do. Are you asking me to write the poem? Give suggestions? I don’t know. Brainstorm some ideas. You need to be very clear and create about what you are asking for. This is what the action and the instruction you are passing is all about and the guidelines. 00;10;00;06 - 00;10;22;27 These are all the extra details like how you want to answer to how the answers should be formatted, the tone and the role they should play. Right. These are small details, but it makes a huge difference when it comes to the total response you are going to get. So that's the basic idea. Some tasks, for example, might be so complex that you need to break them down into smaller steps. 00;10;22;29 - 00;10;41;20 Also, you might need to give examples or explain exactly to the logic which model what you want. There are plenty of things you can take and this is a field, you know, it's under severe research. You need to keep an eye on what they are. In this one, it's more on what kind of improvement you get in that area. 00;10;41;23 - 00;11;03;08 Trust me, this is a really exciting field and once you start to want, we will not get bored. It sounds really exciting. It's really interesting, actually, the terms that you're using, the hallucination, for example, that's an interesting concept that I hadn't heard of before, but maybe we might chat about that a little bit later. But getting back to the models, which is the best model that I should be using. 00;11;03;10 - 00;11;27;14 Yeah, that's another great question, but it's not as straightforward, straightforward as it might seem. Let me ask the question in response. Right. What is the best sports team in the world? Right. I hope you get my point. There isn't a one size fits all answer here. The best model depends on the specific task we have in mind. Models may share underlying principles, but they differ in terms of the dataset. 00;11;27;14 - 00;11;45;10 They were trained on the size, the intended purpose cause speeds and many other things. The largest model, again, to take a look at an example, the largest model and the most capable one in the absence of the internet is useless, isn't it, since it cannot run on your phone. You have a large model, but you cannot access it. 00;11;45;15 - 00;12;04;14 But the smaller model might work even when disconnected. So it can run on your phone. It's going to do a much better job since it's accessible and you have it there, right? There are plenty of benchmarks and methodologies and discussions around this topic how to assess the model performance. But it's important to approach them with some skepticism and rely on your own experience and judgment. 00;12;04;15 - 00;12;28;12 That's the only advice I can I can I can give here. For instance, some models excel at general knowledge, while others might be better at reasoning, content retrieval or specific niche tasks. My advice to everyone is to dive in and experiment is the most intensive research the thing right now, but nobody holds all the answers since it's relatively easy to access various models. 00;12;28;19 - 00;12;49;12 You can go and try out a few of them. Each model has its own quirks and strengths, so hands on experience will be your best. Gotcha. Okay, so experiment and stay curious. Curious with it. Can I throw in an extra little question? I just had to see it. And would you mind maybe just describing that a little bit more detail? 00;12;49;14 - 00;13;14;09 Maybe Give us an example what an observation is, because that sounds quite interesting. I haven't heard about that large language model thread. Those are programs in the end, right. And running on a computer like actually it's a very large cluster of computers that are working together to do intensive mathematical calculations. But those computers have a task and the task is to provide an answer, and they will provide that answer even if the answer is not accurate or not. 00;13;14;09 - 00;13;37;25 Right. So let's imagine you're asking a question that the large English model doesn't have. How I mean, it was never trained on, right? So you're asking a question about something that's something that has happened after the date at which the model was trained. Yeah. So the model was trained last week. And you're asking a question that about something that happened this week. 00;13;37;28 - 00;14;00;06 Okay. So you will notice that most likely, despite the fact that doesn't have the fact and it was never trained on such a piece of information, the model will try to give you an answer. Yeah, or this is just a very basic example. Of course, there are these kind of guardrails. I mean, the producers of the English models are putting some guardrails and they're trying to limit this kind of behavior. 00;14;00;08 - 00;14;21;04 But this is an example of hallucination, right? So, yes, you can you can rely on the results and the feedback provided by the large language model, but always take it with a grain of salt. And I think it's you know, it's good to understand where the answer is coming from. So go back at the sources, then double check that fact, check what the model is providing. 00;14;21;07 - 00;14;42;19 Otherwise, there might be cases where hallucinations are going to be so convincing that you take it for granted. And it's not the path you want to take. That's really, really interesting. Okay. Well, then one final question. If you could give one piece of advice to faculty or to students, what would that be? that's that's easy. Keep learning. 00;14;42;22 - 00;15;03;29 Whether it's with or without the. So choose your own path, because there are many ways to be part of this revolution. You cannot you know, you cannot avoid it. You will not be left out. So not everyone needs to be an engineer, right? Find a professional field that you genuinely enjoy and don't make decisions solely based on market trends or hype. 00;15;03;29 - 00;15;23;06 This year is in five years. Might be something else will likely touch every corner of every industry, but it won't take away, you know, the real things, the joy and the satisfaction of doing what you love the most. So the last thing I would like to say on the topic, and that's also because it's my mantra as well, my mantra as well. 00;15;23;08 - 00;15;47;03 Stay curious. And that's the best way to stay ahead in any field. That's wonderful. And thank you so much. Just to summarize maybe a few points of what you're saying, stay curious, which is so important. I will definitely become part of everyday life and take over money corners of every industry, but find something that you enjoy. I think that's great advice to all of our students. 00;15;47;06 - 00;16;06;08 And in a way, that's how you can stay curious if you keep going with what you enjoy as well. So once again, Alex, I'd just like to say thank you so much for helping us in our academy. Spreads this information to our faculty and students. I know you've done so many times for us in the local office in Romania. 00;16;06;09 - 00;16;25;08 We much appreciate that. So it's great that we now have a global audience to share your expertise with. So thank you so much, Alex. Thank you. That wraps up this episode. Thanks for listening. And stay tuned for the next Oracle Academy Tech Chat podcast.…
 
In this episode host Oracle Academy manager Tyra Peirce speaks with Mary Olson Industry Executive Director, Education at Oracle. Tyra and Mary speak about the ethics of AI in education and give practical advice on how to best use the technology while avoiding common pitfalls. -------------------------------------------------------- Episode Transcript: 00;00;00;00 - 00;00;35;01 Welcome to the Oracle Academy Tech Chat. This podcast provides educators and students in-depth discussions with thought leaders around computer science, cloud technologies and software design to help students on their journey to becoming industry ready technology leaders. Of the Future. Let's get started. Welcome to Oracle Academy TED Chat, where we discuss how Oracle Academy helps prepare our next generation's workforce. 00;00;35;03 - 00;01;02;08 I'm your host, Tyra Pierce. In this episode, I'm joined by Mary Olson, executive Director, education at Oracle. Mary and I speak about the ethics of AI in education across multiple fronts administrative, academic and research. A little bit about my guest. For over 30 years, Mary has been using the latest technology to drive innovation and the education system. Welcome, Mary. 00;01;02;11 - 00;01;26;07 thanks, Tyra. I'm really happy to be here. So to start off, can you give me a little bit about your background at Oracle? Sure. I can tell you a little bit about that. I actually have a fairly short tenure at Oracle. I was recruited about a little over three years ago to lead the voice of the customer strategy for Oracle from A higher education perspective. 00;01;26;09 - 00;01;49;01 And I, I feel like I'm returning to my roots because I spent about 30 years at IBM before coming to Oracle. And my favorite job there was leading our education for North America. So I feel like I'm back home. I know today you're talking about A.I., and so let's kind of get a little bit more into AI. AI's constantly changing. 00;01;49;02 - 00;02;12;24 What are some of the ways you've seen AI used in education? well, you know, it is constantly changing and it's kind of funny because people think about it. You hear about it now a lot and they think it's new. Well, it's not new. It's been around for a really, really long time that the use cases are expanding and they're coming out in exciting new ways. 00;02;12;27 - 00;02;40;12 So when I think about how higher education and education in general is using AI, they tend to fall into some buckets. One of the buckets is streamlining the administrative processes and basically the running of the institution because face it, a university era or a school district is a business. They have to hire people, pay people, report their finances, do all kinds of reporting. 00;02;40;12 - 00;03;18;05 So there are a number of use cases around changing the way the institution is run. And that's that's probably the most significant use cases right now. They're also moving into research. So we see a lot of cases where researchers are really accelerating their discoveries wildfire research, cancer research, drug discovery, everything by using the generative and the analytical tools, machine learning tools that come with AI. 00;03;18;08 - 00;03;42;02 And so that's a really growing area. Another area that's kind of unique and that I'm finding more attention to these days is in providing students with services. So whether it's trying to help them with career guidance, what do they want to do after they graduate? Maybe help them write their resumes and polish those up? We're seeing a lot of applications there. 00;03;42;04 - 00;04;14;03 Another area that I think is kind of fun is helping to make it easier to actually teach. So we're developing use cases where they're a teaching assistant or a tutor that can help the professor actually answer questions for students. And there's a lot of applicability there. And probably I think one of the most surprising is it was two weeks ago I was reading in the San Francisco Chronicle and there was an article on how A.I. is disrupting the college admissions process. 00;04;14;06 - 00;04;37;11 And there's you know, it's actually kind of a big business to for parents often paying to help their students get into the right colleges with the college application process. And there are a number of startups out there that are saying, hey, don't pay this company a couple thousand dollars to get your students application filled out. Use our generative AI tools for free. 00;04;37;13 - 00;05;10;03 And when I looked at that article, I thought, you know, some people are saying you really shouldn't be doing that. But the California University of California has a statement of application integrity when you apply. And they're now actually saying that it is okay to use generative AI in your application process, provided it's used responsibly and ethically. Use it for content editing, for readability to make it, use it as a tool like it was designed to. 00;05;10;05 - 00;05;38;16 But they draw the line at actually plagiarism and just using it to write the product. So they say if they come back and they find out that you just used it to write the product, the application, then they will take action on that. That is so interesting for me. It's like when and I wonder, as I'm sure as we're getting out there and further, there are going to be ways to actually measure the tools in terms of like, are you creating a product or are you editing and, and things along those lines? 00;05;38;16 - 00;06;01;16 I think that that is just as you were telling me this, I was like, that is really fascinating that they're okay with it and they are disrupting that industry because what's the line of written by the code or written by you? And I'm glad that they're able to kind of to kind of take a look at that, which leads me into my next question. 00;06;01;18 - 00;06;26;11 What are your thoughts on faculty using AI in the classroom for teaching and learning? Well, I have some pretty strong opinions on that. So what I really think is that I go back to when calculators first came out and the faculty, a lot of people, a lot of teachers did not want their students using calculators because they thought they wouldn't learn the concepts of math behind that. 00;06;26;14 - 00;06;46;03 And so they were banned in a number of classrooms. But then, you know, the more they started to use it, the more they started to innovate with it. They learned how they could use the tool effectively. They could still teach the math concepts, but they could use the calculator to really accelerate the students learning and take some of the drudgery out of it. 00;06;46;05 - 00;07;09;11 I think we're going to see I used the same way. And to do that, though, I think if you're a teacher, what you need to do is you really need to understand how A.I. affects the subject you're teaching. So, for example, if you are teaching Python programing, you know you're in computer science, you're teaching Python. How can I help with that? 00;07;09;12 - 00;07;37;05 Well, I could just plain flat write the code, which happens in a lot of cases, or it can help maybe with debugging the code. And so if I were teaching Python, what I would do is I would have my students write their code, debug it, experienced the pain and agony of debugging it, and then run it through the generative tool to bring the original set of code through it to see how it debugs it and how much more effective that is. 00;07;37;08 - 00;07;58;11 And I would do that and make sure that I also included some failures. So I think it's important for them to know that just because generative AI may be writes the Python code, it doesn't mean it's perfect. You are still responsible, you still have to check it. And so I would be sure that there are some failures and ways that they can spot that. 00;07;58;13 - 00;08;28;24 And to do that, you know, just my advice to to instructors is experiment. Experiment with your own use cases. Have a couple of thoughts. I think of like I think of like my background is in is in writing and I think of, you know, a lot of times today especially I had a friend a few years ago that was an English professor at a community college, and she would talk about getting papers in where people are writing with emojis or writing with like text slang. 00;08;28;24 - 00;08;50;16 And so I think that this will help immensely. So, I mean, if you're not going in and plagiarizing, you're actually giving input there to see how writing should be done appropriately as opposed to not giving out what the saying L.O.L or TGIF or what have you. I think that that will help so they can kind of see what a structure supposed to look like. 00;08;50;19 - 00;09;14;24 The other thing that I think about with what you just mentioned is when I'm writing a Python code or a Java code or a database code, you're going to be if the AI is programed correctly, the app is learning correctly, you're going to avoid some of the pitfalls of security. Like I always think of sql injectors. I remember many years ago talking to some Oracle database expert about SQL injectors and learning how to code more securely. 00;09;14;26 - 00;09;36;14 And I think that this will kind of alleviate some of those and address those concerns as you're writing that code that it's automatically going to be coding more securely. Yes, it can definitely do that. And when you were talking about that, that also reminds me it can either of a professor who was telling me that he did have his student run the Python code through. 00;09;36;16 - 00;10;01;01 And what happened is he saw there's this moment where she wrote the code. She you know, she did that, but she didn't really understand it. And when it came out through the AI engine optimization and stuff, she said, now I get what we're trying to do. So it's a different way to tell. And just like your example of writing, you see good examples. 00;10;01;01 - 00;10;18;17 And so it's going to be your, your, it's going to elevate your own work. And it'll be interesting to see in terms of a database like if they're using inroads for data design before they're actually writing the sequel, that goes with it. So you have to understand the structure of it or you're not going to go you're not going to know what an idea is. 00;10;18;17 - 00;10;39;04 Like, you're not going to know how to name your columns more, to name your fields or what have you, without actually understanding the structure of beneath it. I think that that is where it is going to help. So it's not going to get rid of people like in our professions, but it's more going to enhance it so we can actually think about that thought leadership and strategy pieces as well. 00;10;39;06 - 00;11;01;27 That's exactly correct. Yeah. And getting back to the math example, yeah, I remember when I was learning math and they made me show my work. Yeah. It was always so frustrating to me because frequently I could actually get the correct answer but not really understand the steps involved. And so it's the equivalent of showing your work. So this goes long into my next question. 00;11;01;29 - 00;11;23;22 If faculty are allowing students to use AI to write computer programs or papers, what are some of the pitfalls you foresee? So some of the pitfalls and you touched a little bit on it with potentially, you know, plagiarism there. It's easy for a student to potentially fall into the trap of, hey, this looks pretty good. I'm going to going to use it. 00;11;23;25 - 00;11;45;18 And you want to make sure that that doesn't happen. There are a number of tools at Turnitin. One is one that's quite popular where you can run students papers through it to see if they've been, you know, created by generative AI or simply plagiarized, lifted off the Internet. You know, you can find that those tools aren't perfect, but they're getting better. 00;11;45;20 - 00;12;06;10 And I in fact, I was talking to a CIO at a university in Nebraska, and she mentioned that her daughter, when she was writing her college admissions essay, she ran it through the turn it in to see if it would look like it was plagiarized or something. And it came back and said it was even though it wasn't. 00;12;06;15 - 00;12;30;06 She wrote it herself, but it just looked too good. And so those tools aren't perfect. They have flaws in them, but those are ones that they can consider using to make sure that it's authentic. So on to my next question. What are some ways to ensure that students are still learning important skills instead of relying heavily on air to generate homework? 00;12;30;08 - 00;13;00;10 You know, so if faculty are actually encouraging students to use AI to help them write a paper program or something like that, there are some things that they probably should avoid. And one of them is not understanding clearly how to use it. So I recommend that they put clear guardrails in place and guidelines and explanations as to what is an acceptable use of AI in their class and in the project and what isn't. 00;13;00;13 - 00;13;22;05 And I know that that kind of shifts over time, and it really is very, very dependent upon the subject. So, for example, if you're going to be teaching, you're in grade school and you're teaching spelling, yeah, the students actually have to learn to spell and they can't just use an AI tool to write the words and spell them all correctly. 00;13;22;05 - 00;13;41;08 That wouldn't work. But if you're teaching creative writing, it may be acceptable to go ahead and use the AI to get some ideas about how to write and what you want to write about, but just make sure that they understand they can what they can and can't use it for. I think that's probably the biggest pitfall to avoid. 00;13;41;11 - 00;14;08;02 What's super interesting is, is I received an email that I could tell was written by generative AI, and it was because it was really clean. It didn't use the colloquialisms a normal writer would use, but it was surface level and did not have a deep enough understanding of the topic at hand. And so I went, well, this is written by the generative AI. 00;14;08;04 - 00;14;32;25 And I know that like, sometimes like I'm a formal writer, but I know when I'm writing about a topic, I'm writing about a topic in a certain way that doesn't feel like lots of words are strung together that make some amount of sense, but not a ton of sense. So I think that that's really important, like you said, of being the expert in a field, you're going to understand the topic a little bit better and, you know, generative. 00;14;32;28 - 00;15;02;22 I can be used to fix your grammar and make your sentences be a little bit more clean as opposed to someone who's using it to generate a full document that it's and they don't know what kind of prompts or endpoints to give to the A, I do actually help it write something that's going to be effective. To your point on that one, the depth of the work that they turn in will help clarify whether or not they actually understand the topic and that they can apply it. 00;15;02;26 - 00;15;25;25 So that's another good tip that I'd like to leave is make sure that they're applying that, applying what they're learning in new ways, not just to the same examples over and over. So then you can really tell they've understood the concept behind it. So one final question. If you could give advice to faculty or students, what would it be? 00;15;25;27 - 00;15;59;26 So my advice actually is to be welcoming, embrace what I can do as a tool in your in your classroom, but make sure you do so by keeping a critical eye on the potential exposures. There's bias in a lot of AI models, and you need to make sure that you recognize that bias and deal with it. Also, don't be like starstruck by, you know, this is the latest and greatest thing out there to try to avoid that. 00;15;59;26 - 00;16;30;27 The glamor of a new cool tool, but also remember that it is a tool and it's going to take practice to master it. So make sure that you start with yourself. Start by using the technologies, become comfortable with them, apply them in your discipline, and really embrace the opportunities that are out there. I think that's really good advice to practice with the tools and to make sure that you're using them correctly. 00;16;31;01 - 00;16;52;10 I think that's a really, really good piece of advice, especially for going to this new A.I. led and generated world in a lot of ways. So a big thanks to Mary for joining me and talking about A.I. and how to use it in education. If you're interested in learning more about Oracle Academy, visit Academy dot, Oracle dot com and subscribe to our podcast. 00;16;52;11 - 00;17;05;19 Thanks for listening. That wraps up this episode. Thanks for listening and stay tuned for the next Oracle Academy Tech Chat podcast.…
 
In this episode, Oracle Academy Senior Director EMEA, Jane Richardson speaks with Valerie Hayotte Director EMEA Skills Development, CSS OU Cloud Services on industry certifications, and how students who get industry certifications will have an advantage in the job market. ------------------------------------------------------- Episode Transcript: 00;00;09;03 - 00;00;46;04 Welcome to the Oracle Academy Tech Chat. This podcast provides educators and students in-depth discussions with thought leaders around computer science, cloud technologies and software design to help students on their journey to becoming industry ready technology leaders. Of the Future. Let's get started. Hello and welcome to Oracle Academy Tech Chat, where today we will discuss how Oracle University supports students to prepare to be part of the next Generations workforce by providing access to Oracle professional certification skills that are in high demand. 00;00;46;18 - 00;01;24;08 I'm your host, Jane Richardson, senior director for Oracle Academy in EMEA. I'm delighted to be speaking to Valerie Hayat, the director of Global Skills Program of Oracle University in India, to talk about the importance of professional certification. Many governments are looking to develop their digital skills for their citizens and for their own employees, and the most recent reports have highlight that the fastest growing roles relative to their size today are driven by technology, digitalization and sustainability. 00;01;24;29 - 00;01;50;16 The majority of the fastest growing rules are technology related rules, with AI and machine learning specialists topping the list of fast growing jobs. So I think we could see that this implies, as people need to acquire skills, reskill or upskill on these technologies to develop their careers for now and in the future. So, Valerie, how do you think this can be achieved and achieved very quickly? 00;01;50;25 - 00;02;16;02 Jane, I would say that there is a digital boom. Digital technologies are undoubtedly a sector with a bright future. There is no shortage of data to confirm that digital technology and I.T. professions all sectors and jobs of the future. To me, there is no shortcut to acquire new skills. Obviously, everything is about learning and learning the right way. 00;02;16;27 - 00;02;53;28 I see two different angles. So Oracle Academy and Oracle University all together offer a lifelong learning journey. So to me, the first anchor, they are the students, people in education. This is where Oracle Academy is key. You work with institution and educator and partners across the globe to help millions of students become technology innovators and leaders. You provide educational institutions with the resources they need to help educators develop computing knowledge and skills aligned to industry standards. 00;02;54;16 - 00;03;27;15 You help them keep up with ever changing technologies to help prepare students for the future. And you do provide access to a wide range of teaching and educational resources. That includes curriculum, classroom learning, resources, cloud technology, practice, environment and much more. The second angle, they are the working professionals and also the students entering the workforce. This is where Oracle University focuses on Oracle University as a powerful digital learning platform. 00;03;27;24 - 00;04;03;02 And as you know, it is called My learn. My Learn and is available 24 by 765 days a year so people can learn at their own pace. Milo covers all the products and technologies of Oracle Cloud Infrastructure, Cloud Applications Database, Java Industry Solutions, business process and so on. My Learn provides thousands of hours of videos, very well organized and structured courses with Enzo, lab practice environment demonstrations and more. 00;04;04;04 - 00;04;38;22 My LEARN is a customizable, personalized training portal that then season speeds the learning on Oracle Cloud. Learners can find their training fast, get a course recommendation that best matched the learning goals and they can easily track their progress. Whether you're a beginner or another one and you will find what you are looking for on My learn, starting with the Learning Expo program as an example, which provides basic knowledge of some 60 Oracle solutions that include Java. 00;04;38;22 - 00;05;40;07 My sequel database Cloud Infrastructure, or Apex, as well as HCM supply chain, among others. Through the defense training courses that will enable learners to acquire a professional certification that is recognized on the market, Oracle Fusion also notification exams are included loaded in the digital learning bus, and we have also introduced a grade delta certification exams that are reducing the preparation time and making it easier to maintain a cloud application or SAS certification in addition to the opportunity to gain a professional recertification, learners will also be able to earn badges that indicate their job readiness for specialized job roles, helping potential employers more easily identify candidates and supporting job placements opportunities. 00;05;41;06 - 00;06;13;02 Mylan and the learning base are continuously updated with new content. Typically, we recently introduced a new course on OCI, a foundations in less than two months. Over 10,000 people pass their certification on OCI. That is a great achievement. The fact that people talk to others is also a key element in the learning cycle. It is important to connect with peers, experts, instructors. 00;06;13;16 - 00;06;49;29 That's why now my includes also a community where you can connect with a network of certified peers and Oracle experts or instructors. You can share your knowledge, ask questions, post a new conversations, and so on. Community members can collaborate and learn the ways experts be as practitioners. They can grow their skills, inspire innovation and celebrate their success. The community, believe me, is now made of more than 600,000 members and is growing every day. 00;06;50;12 - 00;07;37;25 That's absolutely fantastic and extremely impressive. And I think the collaboration between Oracle Academy and Oracle University really is showing that lifelong learning journey that you were talking about and giving all learners the opportunity to move to professional certification and give them the opportunity to look to these new jobs of the future. So looking at jobs of the future, do you see some risks for some job rules related to the new technologies, specifically AI and developers, for example, artificial intelligence can be presented or perceived as a threat, for example, for developers. 00;07;38;08 - 00;08;13;04 But on the contrary, AI seems to represent an excellent complement that enables developers to focus on the high value added tasks and work faster and more efficiently, even gaining in skills. A study from the official French Observatory for Digital Engineering Consulting related presentation said We called up also shows more than 24 thousands of developers recruited in France in one year by companies in the branch of digital sector. 00;08;13;10 - 00;08;50;04 And that number does not take into account all those sectors. Still, according to the study, the National trend in job offers for developers occupation is up by almost 19%, with over 54,000 job offers in one year. Recruitment opportunities are constantly increasing. Another study published by Dell and the Institute for the Future concludes that 85% of the job of 2040 don't yet exist. 00;08;50;24 - 00;09;25;01 It is certain to me that A.I. will transform existing professions, but will also create new ones. This is clear. Companies are looking for staff in age related professions. The sector is booming. To give just a few examples of jobs that the analysts that the scientist or integrator will integrate into existing products and services. So there are opportune cities for individuals to benefit from the boom in AI. 00;09;25;01 - 00;09;47;03 And that's good to know for students that are looking to develop their career path or those individuals outside of education who are maybe looking to decide on developing a different career to the one that they are in right now. So, you know, certification is something that we that is often raised not just by students but by all professionals. 00;09;48;05 - 00;10;16;07 So Valorie would you recommend learners to continue their learning journey by going towards achieving professional certification? Oh, yes. And it is something I would highly recommend I would recommend to students in education and soon to enter the workforce to move forward as soon as they can with a professional certification. In fact, I would recommend anyone to go for it. 00;10;16;08 - 00;10;57;15 For many reasons, as you perfectly pointed out earlier, employers are wanting to hire students with demonstrable industry, relevant career ready skills and industry certified. Asians are ready to become the next technology workforce. Let's have a look at Persons You 2023 report on the value of I.T. certification. This report shares the perspectives and experiences of more than 21,000 professionals in 176 countries well prepared for and earned I.T. certification amidst changing and challenging working conditions. 00;10;58;14 - 00;11;30;11 The results indicate that in a world where greater demand for tech skills meets a global talent shortage, I.T. certifications are the ideal means to address both. When this report is paired with our most recent Employer Focus report. It is clearer than ever that the value of I.T. certifications is understood and appreciated by both those pursuing them and the organizations that they work for. 00;11;31;06 - 00;12;10;23 We learned when it comes to certifications that candidate, professional and personal he was for investing. Inserts vacation Credentialed employees are more empowered and contribute greater value. So certification seekers are getting younger. Pandemic driven technology demands have become the norm. The benefits are for both candidates and employers. Some of the benefits emphasized also in the report for the candidates, are showing that 92% of the candidates feel more confident in their abilities. 00;12;11;10 - 00;12;56;09 84% are more determined to succeed professionally, and 37% received a salary increase. On the employer side, employers said that 81% of candidates produce higher quality work. 77% are more innovative and 72% are more efficient. Also, look at the Oracle universe based on certified Asian. You can see many, many other professional benefits of being Oracle certified. And you can hear from many Oracle certified professionals earning an Oracle certification enabled professionals to demonstrate in-demand skills. 00;12;56;21 - 00;13;36;02 Shorten project turnaround time, improve overall job performance and increase their earnings potential, all while boosting on the job confidence. And that's a very interesting point you made, Valorie, about younger and younger individuals pursuing certification. And it's certainly something that we see within the Oracle Academy where many students previously would not have considered certification while studying for their mean degree, but that is changing and it is becoming one of the key questions that we are asked when speaking to students and faculty. 00;13;36;08 - 00;14;04;20 So that all begins to make sense. So Valerie, this has been very, very interesting in terms of, you know, how Oracle University works, how the digital skills program is bringing much more learning to individuals all around the world. But I have one final question for you. If you could give one piece of advice to faculty or students, what would it be? 00;14;04;21 - 00;14;45;02 Never give up. Never be curious and be kind. You are your personal best asset and everything is in your hands. Never stop learning and investing in yourself. It will pay off. Seeing this will bring you continuous power, control and inspiration. Lastly, be kind as this may become contagious and inspiring. Thank you very early and yes, be kind and be the change maker for yourself, for encouraging words or for everyone listening to this today. 00;14;45;17 - 00;15;32;00 So thank you, Valorie, for your amazing insight. Since the world of learning through Oracle University, I think what I've taken from this is that we can see that learning is indeed a lifelong journey that does not stop when you leave formal education, but will continue across our careers. Indeed, the pace of change you alluded to in the technology sector must mean that as the sector needs to attract more people into its workforce, our citizens need to be able to access these learning opportunities, such as the great project with the government of Morocco, which you were talking about, and obviously what you're seeing about professional certification being key to demonstrate your skills to a potential employer. 00;15;32;25 - 00;16;02;23 So to learn more about Oracle Academy and our resources, please visit Oracle Academy dot com and subscribe to our podcast. Also, if you're interested in how you can follow a path to professional certification, please go to Oracle University dot com for more information. Thank you for listening. That wraps up this episode. Thanks for listening and stay tuned for the next Oracle Academy Tech Chat podcast.…
 
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