Webinars

  • Interactive Statistics Education using WISE tutorials and applets

    Dale Berger, Amanda Saw, Giovanni Sosa, Justin Mary, and Christopher Pentoney; Claremont Graduate University
    Tuesday, October 11, 2011 - 2:00pm
    This webinar will present the tutorials, applets, and other resources available on the Web Interface for Statistics Education project (wise.cgu.edu). Following an overview of WISE resources, we will demonstrate and discuss how instructors can use interactive applets to help students gain a better intuitive understanding of fundamental concepts like sampling distributions and statistical power. The webinar will conclude with a demonstration of a mini-lecture on statistical power, using an interactive applet to show how statistical power, sample size, effect size, and alpha error rate are interrelated. Student handouts and exercises will be provided.
  • Reading and Writing in an Inquiry-Based Introductory Statistics Course

    Adam Childers & Jeff Spielman, Roanoke College
    Tuesday, September 13, 2011 - 2:00pm
    Some of the challenges that we face teaching introductory statistics are the students' fear of mathematics and negative perceptions of the subject that they bring with them as enter the classroom. In an attempt to change these negative associations we have begun teaching theme-based introductory statistics courses that emphasize reading and writing integrated with the usual emphasis on quantitative reasoning. In this presentation we will discuss how using a central theme and incorporating reading and writing has affected both the way we teach the course and the experience that the students have.
  • Homework + e-Textbook = Integrated Online Learning

    Brenda Gunderson, University of Michigan
    Tuesday, August 9, 2011 - 2:00pm
    Abstract: A homework/e-textbook prototype (lecturebook.com) is being used in a course with >1,500 students. This prototype makes the e-textbook a supplement to the homework. Results show an increase in average grades and an increase of buy-in of the e-textbook option as students appreciate the integration of textbook with tailored homework questions. Description: Students are accustomed to accessing information immediately. So we develop ways to enhance the teaching and incorporate technological methods into all aspects of the students' learning environment. This presentation will share a new online tool (www.lecturebook.com, a new component of www.lecturetools.com), that facilitates creation and grading of homework linked to an electronic version of the course textbook. The idea is to make the e-textbook a supplement to the homework questions. This homework/e-textbook prototype has been used in an introductory statistics course with semester enrollments of over 1500 students since the Fall of 2010. A bank of customized questions has been created and linked directly to e-textbook content. The solutions can be enhanced by the instructor to go beyond just providing the correct answer. Problems are selected and assigned weekly to match content presented in lectures and lab. Students work through the weekly homework online, with direct links to the e-textbook material if questions or a review is needed. The submission of the paperless homework is automatic and set for one common time for all students (no more 'I lost my homework' or 'I forgot to turn in my homework'). Grading is completed online with the ability to provide tailored feedback quickly. Students receive the solutions immediately after submission and their scores with tailored feedback a few days later. Students have all homework assignments with their answers and feedback in one place for future reference. We have seen an increase in average grades and an increase of the buy-in of the e-textbook option as students appreciate the integration of textbook with tailored homework questions. Future plans include embedding mini video hints, tagged to specific homework questions. This tool allows students to build connections between the material they encounter to see the bigger picture. This session will demonstrate how homework assignments are set up, submitted, and graded when using the Lecturebook tool. There will also be some sharing of feedback from students and GSIs who have used this tool.
  • Reviewing and Writing for the Journal of Statistics Education (JSE)

    John Gabrosek, Grand Valley State University
    Tuesday, July 12, 2011 - 2:00pm
    The Journal of Statistics Education (JSE) is a leading journal for the dissemination of knowledge for the improvement of statistics education at all levels, including elementary, secondary, post-secondary, post-graduate, continuing, and workplace education. Current JSE Editor John Gabrosek will discuss how JSE handles submissions. Discussion will include guidelines and tips for writing papers for JSE and for reviewing papers as a JSE referee or Associate Editor.
  • Create an Iron Chef in statistics classes?

    Rebekah Isaak, Laura Le, Laura Ziegler, and the CATALST Team
    Tuesday, June 14, 2011 - 2:00pm
    This webinar provides an overview of the research foundations of a radically different introductory statistics course: the CATALST course. This course teaches students the skills they need in order to truly cook with statistics, not just the procedures they need in order to follow a statistical recipe. In addition to the research foundations of the course, we will describe unique aspects of this course as well as details of a one-year teaching experiment to learn how this course can be taught and its impact on student learning.
  • Is Stats 101 prepared for the CC Student?

    Jerry Moreno, John Carroll University
    Tuesday, May 10, 2011 - 2:00pm
    Forty-three states have signed on to the mathematics part of the Common Core State Standards (CC). Statistics and Probability play a prominent part in CC grades 6-11 for all students. How may Stats 101 have to change to accommodate potentially better prepared quantitatively literate students?
  • Eat Less Salt, Drink More Wine, Dump The Cellphone, Eat More Salt, And Live Longer: Teaching Students To Understand The Role Of Data Collection In Statistical Inference

    Rob Gould, UCLA
    Tuesday, April 12, 2011 - 2:00pm
    The role that data collection plays in causal inference is of fundamental importance in introductory statistics, and yet is outside the comfort zone for many of us. In this webinar, I'll discuss why causal inference is important and also fun, and give some advice for teaching this topic.
  • To Teach Statistical Inference, Try Standing On Your Head

    Cliff Konold, Director, Scientific Reasoning Research Institute, University of Massachusetts Amherst
    Tuesday, March 8, 2011 - 2:00pm
    Generally in learning statistical inference, students reason backwards from data to the (usually invisible) process that produced them. I will demonstrate an alternative approach in which students begin at the process end, designing their own "data factories." Based on their output, students modify their factories such that, for example, a collection of cats produced by a cat factory has features that look more like real cats. This work is part of the NSF-funded "Model Chance" project. In this project, we have been adding probability modeling to the existing data-visualization capabilities of TinkerPlots and, using that environment, exploring how data and chance might be better integrated in our instruction beginning in the middle school.
  • Building a Statway to Heaven

    Uri Treisman, Director, Charles Dana Center, University of Texas at Austin
    Tuesday, February 8, 2011 - 2:00pm
    Developmental education in America's community colleges has been a burial ground for the aspirations of our students seeking to improve their lives through education. Under the leadership for the Carnegie Foundation for the Advancement of Teaching and the Charles A. Dana Center, nineteen community colleges and systems are building accelerated pathways to and through developmental education with the goal of helping students with low levels of mathematical preparation complete a college credit bearing, transferable statistics course within one year. Uri will describe the work to date, the challenges the initiative faces, and the underlying ideas of improvement science that are driving its development.
  • Introducing Informal Inference Using Data-Centric Lab Exercises

    Rakhee Patel, UCLA
    Tuesday, January 11, 2011 - 2:00pm
    Since formal hypothesis testing and inference methods can be a challenging topic for students to tackle, introducing informal inference early in a course is a useful way of helping students understand the concept of a null distribution and how to make decisions about whether to reject it. We will present two computer labs, both using Fathom, that illustrate these concepts using permutation in a setting where students will be answering interesting investigative questions with real data.

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