Unveiling CSE 6242: A Comprehensive Course Review of Data and Visual Analytics (OMSCS #2)
In Fall 2023, I embarked on my journey into the realm of Online Master’s in Computer Science at Georgia Tech. Enrolling in two diverse courses, Machine Learning for Trading (CS 7646) and Data and Visual Analytics (CSE 6242), my educational voyage took a fascinating turn. In a previous post, I delved into the intricacies of Machine Learning for Trading; now, let’s navigate the data-rich landscape of the second course — Data and Visual Analytics.
Course Overview
DVA, a core offering for OMSA (Online Master of Science in Analytics) and an elective for OMSCS (Online Master of Science in Computer Science) students, initially appeared as a promising venture. Its potential to provide a comprehensive understanding of data analytics coupled with impactful visualization was intriguing. However, as we delve deeper, the course’s nuances come to light. The course was evaluated based on four homework assignments and a group project, with the group project carrying a substantial 50% of the overall grade.
Homeworks
HW-1 (10%): We were introduced to a range of tools including Python, SQLite, D3, OpenRefine and Flask.
HW-2 (15%+1.67% extra credit): D3 took center stage, with a brief brush with Tableau.
HW-3 (15%): We transitioned into big data and covered PySpark assignments on various platforms like Docker, Databricks, AWS and GCP.
HW-4 (10%): The last assignment ventured into the frontiers of machine learning. Concepts like PageRank, Random Forest, and Scikit Learn were explored.
Key Challenges faced
In the realm of DVA, I found the learning experience to be both rewarding and challenging. While the coursework provided ample opportunities for self-discovery, I felt that the lectures lacked meaningful guidance. The four homework assignments, each generously allotted a three-week span, were time-consuming but feasible. However, I found the D3 assignment to be particularly challenging, as it was the most difficult task in the course. Despite struggling with D3, I was able to excel in other assignments, the group project, and even earn some extra credits. While the course covered a wide range of skills, I do feel that some topics were only touched upon superficially, and D3 in particular required a more nuanced understanding. Overall, I found the curriculum to be overwhelming due to its breadth, but I appreciate the opportunity to learn and grow my skillset.
Group Project
The group project was such a great learning opportunity! It was a refreshing change from the usual individual assignments. Unlike homework, the group project allowed teams to explore the vast possibilities of data visualization. The grading was lenient, which created an environment that valued creativity and exploration.
One important aspect of our project was the freedom to form teams and organize themselves, along with the flexibility to choose online datasets for interactive visualisation. Although the room for creativity was liberating, the success of the project became closely tied to the team dynamics. Here’s a crucial piece of advice: the composition of your team could be a matter of luck. To ensure a smooth course experience, it’s a good idea to form teams early on. This can help prevent unexpected withdrawals that could disrupt the balance and place extra responsibilities on remaining team members.
Luckily, I was fortunate enough to work with a cohesive and proficient team, which led to an excellent project score. The true essence of learning was revealed through our collaborative efforts on the project. Of course, the path was not without its challenges. Some people who prefer to work alone may find the teamwork aspect of the course challenging, as a considerable amount of time was devoted to team meetings and joint endeavours. This could potentially clash with personal preferences.
However, the group project did create a sense of camaraderie in the online learning environment. The lack of physical interaction in virtual courses was made better by the shared pursuit of a common goal, which fostered a sense of community. Essentially, the project became a catalyst for breaking the isolation that often accompanies online education, providing a collaborative space.
Conclusion
In the final reflection on DVA, a cautionary note emerges for prospective students. Enrolling in this course with the expectation of swiftly mastering a plethora of tools within a short timeframe may lead to disappointment. Almost two months post-course completion, the tools covered have faded from my memory, leaving a lingering sense of uncertainty about their application in real-world scenarios.
The group project was definitely a valuable learning experience that allowed us to apply our skills in a practical way. However, it was overshadowed by the less impactful individual assignments. The course’s potential, if harnessed correctly, lies in a reimagined approach with more targeted and relevant assignments.
P.S. A heartfelt shoutout to my amazing teammates, Krittaprot Tangkittikun, Iman Christin Wirawan, and Kevin Simon Ireri Kori, whose dedication and collaborative spirit transformed challenges into triumphs in the course.
