Quantic content developers come from all of over the world and have varying educational and professional backgrounds, but one thing unites them: they’re great at taking hard concepts and breaking them down in clever, humorous ways so that Quantic customers enjoy learning something new—fast!
Taylor, a top-notch Quantic content developer and PhD candidate at the University of Kansas with a background in Economics and Quantitative Analysis, describes his experience writing for Quantic. Find out why he thinks it’s important to learn macroeconomics for everyday life and what his absolute favorite thing he’s written for Quantic is!
1. What’s your name?
2. Where are you based?
3. How and why did you start writing for Smartly?
I was referred to Quantic by a current writer.
4. What’s your professional and educational background?
I am currently in the PhD program at the University of Kansas where I also received my Masters in Economics. I completed my undergrad at Franklin College in Indiana where I received a Bachelors in Quantitative Analysis and a Bachelors in Economics. I have also completed two internships at Jabil Circuit where I worked for their treasury department and their business unit.
5. What are some of the courses and subjects that you’ve written about in Quantic?
I have written for the Macroeconomics courses; specifically international trade and fiscal policy.
6. Why do you think it’s important for students and business professionals to understand economics?
There are a multitude of reasons why economics is important. From a political perspective, it is usually the most important issue, especially in the past decade. If you turn on the news, you’ll likely hear about topics like the Federal Reserve, GDP, fiscal policy, exchange rates, etc. To have an informed opinion, one must understand how the economy works on both a micro and macro level. From an everyday perspective, economics is all around us. If you care about your education, your wages, your lifestyle, and your future, then you should care about economics.
7. What’s your favorite whimsical or snarky answer message you’ve written in Quantic?
First let me say that 99% of the humor and wit in the lessons I have written should entirely be credited to my editor, Tiffany Chen. She is far more creative than I am. Though it was not a message, there was an international trade lesson focusing on economic development in the world. We were using a fictional fruit world where all the nations were named after a fruit. Cherryland happened to enact some policies which enabled them to develop faster and they were able to “enjoy the fruits of their labor (pun fully intended)”.
8. What’s one of your favorite images used in Quantic?
Also in the economic development lesson, we used an image displaying two desks side by side. One side had a typewriter, feather pen, and a sheet of paper while the other side had a laptop, tablet, and a smartphone. The question was who would be more productive.
9. What do you admire about Quantic learners?
If someone uses Quantic it is because they have the desire to learn. While this may seem obvious, the desire to learn is a very powerful and admirable trait. There is a huge difference between having to learn something and wanting to learn something. The former will yield mediocre results but the latter will result in true knowledge.
10. What do you do to keep your learners in mind?
I try to tailor each lesson to match the perspective and needs of the learner. So from the beginning of the lesson-creating process until the end, I am always asking myself questions such as: Is this important for the needs of the person learning? Does this example seem plausible to them? Essentially I try to keep myself in the shoes of the learner at all times.
11. Anything else you’d like to mention?
I think that Quantic is not only filling an educational void, but is filling it with a quality model that is perfect for the learner in this day and age. Keeping in mind the goals and the environment of the learner has led to a learning platform that combines technology and pedagogy in a way that has not been done before.