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Statistical Topic

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  • April 14, 2009 Teaching and Learning webinar presented by Beth Chance and Allan Rossman, Cal Poly, and John Holcomb, Cleveland State University, and hosted by Jackie Miller, The Ohio State University. This webinar presents ideas and activities for helping students to learn fundamental concepts of statistical inference with a randomization-based curriculum rather than normal-based inference. The webinar proposes that this approach leads to deeper conceptual understanding, makes a clear connection between study design and scope of conclusions, and provides a powerful and generalizable analysis framework. During this webinar arguments are presented in favor of such a curriculum, demonstrate some activities through which students can investigate these concepts, highlights some difficulties with implementing this approach, and discusses ideas for assessing student understanding of inference concepts and randomization procedures.
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  • July 14, 2009 Teaching and Learning webinar resented by Margo Vreeburg Izzo, The Ohio State University Nisonger Center, and hosted by Leigh Slauson, Otterbein University. Teaching a diverse college population is a challenge that most college faculty face each day. Universal Design for Learning is an approach to teaching that takes into consideration different student experiences, different cultures, and other issues such as disability. By examining curriculum and instruction through the context of universal design, you can engage as many students as possible in your college classroom and increase achievement by engaging students through a variety of methods ranging from electronic voting machines during class lectures to podcasts to deliver/reinforce essential course content.
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  • May 26, 2009 Activity webinar presented by Dennis Pearl, The Ohio State Unversity, and hosted by Leigh Slauson, Otterbein College. This webinar describes a computer lab activity using the Flash-based applet at www.causeweb.org/mouse_experiment to teach key principles regarding the value of random assignment. These include: 1) how it helps to eliminate bias when compared with a haphazard assignment process, 2) how it leads to a consistent pattern of results when repeated, and 3) how it makes the question of statistical significance interesting since differences between groups are either from treatment or by the luck of the draw. In this webinar, the activity is demonstrated along with a discussion of goals, context, background materials, class handouts, and assessments.
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  • June 23, 2009 Activity webinar presented and hosted by Leigh Slauson, Otterbein College. This webinar describes an activity that uses the playlist from an iPod music player to teach the concept of random selection, the various sampling techniques, and the use of simulation to estimate probability. The webinar includes a discussion of the background of this activity, the learning goals of the activity, how this activity can be adapted to different levels of technology, suggestions for assessment, and other supplemental reference materials. (handouts and other materials available for free download)
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  • July 28, 2009 Activity webinar presented by Jo Hardin, Pomona College, and hosted by Leigh Slauson, Otterbein College. Based on an activity by John Spurrier, this webinar uses a baseball example to introduce students to Bayesian estimation. Students use prior information to determine prior distributions which lead to different estimators of the probability of a hit in baseball. The webinar also compares different Bayesian estimators and different frequentist estimators using bias, variability, and mean squared error. The effect that sample size and dispersion of the prior distribution have on the estimator is then illustrated by the activity.
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  • A sketch by Anastasia Mandel reinterpreting "Boy Viewing Mount Fuji" by Katsushika Hokusai (1839) with the statistical caption "Laplace distribution in the Far East." This is part of a collection of sketches by Anastasia Mandel and their accompanying statistical captions written by Stan Lipovetsky and Igor Mandel that took first place in the cartoon & art category of the 2009 A-Mu-sing contest sponsored by CAUSE. The collection and their accompanying statistical captions discussed in the paper "How art helps to understand statistics" (Model Assisted Statistics and Applications, 2009) by Stan Lipovetsky and Igor Mandel in volume 4 pages 313-324. Free to use in classrooms and on course websites.
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  • April 10, 2007 webinar presented by Maria C. Pruchnicki, The Ohio State University, and hosted by Jackie Miller, The Ohio State University. Distance education and online learning opportunities, collectively known as "e-learning", are becoming increasingly used in higher education. Nationally, online enrollment increased to 3.2 million students in 2005, compared to 2.3 million in 2004. Furthermore, nearly 60% of higher education institutions identify e-learning as part of their long-term education strategy. Newer educational technologies including course management systems and Internet-based conferencing software can be used to both deliver content and engage participants as part of a social learning community. However, even experienced faculty can face pedagogical and operational challenges as they transition to the online environment. This interactive presentation discusses a systematic approach to developing web-based instruction, with an Ohio State University experience as a case example.
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  • November 13, 2007 Teaching and Learning webinar presented by Michael Rodriguez and Andrew Zieffler, University of Minnesota, ad hosted by Jackie Miller, The Ohio State University. This webinar includes an introduction to the idea of assessment for learning - assessments that support learning, enhance learning, and provides additional learning opportunities that support instruction. Several fundamental measurement tools are described to support the development of effective assessments that work.
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  • February 12, 2008 Teaching and Learning webinar presented by Christopher J. Malone, Winona State University and hosted by Jackie Miller, The Ohio State University. The procedural steps involved in completing a statistical investigation are often discussed in an introductory statistics course. For example, students usually gain knowledge about developing an appropriate research question, performing appropriate descriptive and graphical summaries, completing the necessary inferential procedures, and communicating the results of such an analysis. The traditional sequencing of topics in an introductory course places statistical inference near the end. As a result, students have limited opportunities to perform a complete statistical investigation. In this webinar, Dr. Malone proposes a new sequencing of topics that may enhance students' ability to perform a complete statistical investigation from beginning to end.
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  • webinar illustrates how personal response systems (clickers) can be used to address the realization of these three recommendations in large lecture classes (over 70 students). The session discusses general issues of the implementation of clickers and then provides an example of each of the following three uses of clickers in the classroom: 1) questions designed to highlight common conceptual misunderstandings in statistics, 2) questions designed as review questions for topics already addressed, and 3) questions that were part of a class activity to help students learn a concept.
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