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Webinars

  • Computing in the Statistics Curriculum

    Deborah Nolan, University of California at Berkeley
    Tuesday, March 11, 2008 - 1:00pm
    Computing is an increasingly important element of statistical practice and research. It is an essential tool in our daily work, it shapes the way we think about statistics, and broadens our concept of statistical science. Although many agree that there should be more computing in the statistics curriculum and that statistics students need to be more computationally capable and literate, it can be difficult to determine how the curriculum should change because computing has many dimensions. In this webinar we explore alternatives to teaching statistics that include innovations in data technologies, modern statistical methods, and a variety of computing skills that will enable our students to become active and engaged participants in scientific discovery.Watch Webinar Recording (FLASH)
  • Sequencing of Topics in an Introductory Course: Does Order Make a Difference?

    Christopher J. Malone, Winona State University
    Tuesday, February 12, 2008 - 2:00pm
    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. We propose a new sequencing of topics that may enhance students' ability to perform a complete statistical investigation from beginning to end.Watch Webinar Recording (FLASH)
  • Cooking for the Buffet - individualizing course content to improve learning

    Dennis K. Pearl, The Ohio State University
    Tuesday, January 8, 2008 - 2:00pm
    This presentation will describe the "Buffet" method for teaching multi-section courses. In this method, students are offered a choice of content delivery strategies designed to match different individual learning styles. The choice is exercised through an on-line "contract" entered into by students at the beginning of the term. The webinar will describe our experiences with the buffet strategy at Ohio State and discuss how key elements of the strategy can also be adapted to smaller classes to improve student learning.Watch Webinar Recording (FLASH)
  • Content Barriers to Effective Pedagogy in the Introductory Statistics Course

    Mark L. Berenson, Montclair State University
    Tuesday, December 11, 2007 - 2:00pm
    As we consider how we might improve our introductory statistics course we are constrained by a variety of environmental/logistical and pedagogical issues that must be addressed if we want our students to complete the course saying it was useful, it was relevant and practical, and that it increased their communicational, computational, technological and analytical skills. If not properly considered, such issues may result in the course being considered unsatisfying, incomprehensible, and/or unnecessarily obtuse.This Webinar will focus on key course content concerns that must be addressed and will engage participants in discussing resolutions. Participants will also have the opportunity to describe and discuss other content barriers to effective statistical pedagogy. Watch Webinar Recording (FLASH)
  • Measurement that Supports Assessment for Learning

    Michael Rodriguez & Andrew Zieffler, University of Minnesota
    Tuesday, November 13, 2007 - 2:00pm
    This webinar will include an introduction to the idea of assessment for learning - assessments that support learning, enhance learning, and provide additional learning opportunities that support instruction. Several fundamental measurement tools will be described to support the development of effective assessments that work.Watch Webinar Recording (FLASH)
  • How can writing be used effectively in statistics courses?

    Norean R. Sharpe, Babson College
    Tuesday, October 9, 2007 - 2:00pm
    Writing can be a wonderful tool to help illuminate what students are learning in our statistics courses. Examples and strategies to include writing in your teaching toolkit -- and to increase the writing skills of students -- include team assignments, weekly case reports, in-class questions, and others. The webinar will share effective approaches and assignments gleaned from twenty years of using writing in introductory and upper-level statistics courses.Watch Webinar Recording (FLASH)
  • Assessing Internet Resources in Statistics Education

    Ginger Rowell, Middle Tennessee State University
    Tuesday, September 11, 2007 - 2:00pm
    The Internet is a great source of learning resources to help statistics teachers and students. Examples include interactive applets, videos, tutorials, lesson plans, case studies, and engaging learning activities. This webinar will demonstrate assessing statistics education learning materials based on the peer-review criteria used by digital libraries such as MERLOT and CAUSEweb.Watch Webinar Recording (FLASH)
  • Using an online course to support instruction of introductory statistics

    Oded Meyer, Carnegie Mellon University
    Tuesday, August 14, 2007 - 2:00pm
    Carnegie Mellon University was funded to develop a "stand-alone" web-based introductory statistics course, and for the last several semesters we've been studying different ways in which the course can be used to support instruction. In this presentation I'll discuss some of the challenges in developing such a learning environment and ways in which the course tries to address them, as well as describe the design and results of our studies.Watch Webinar Recording (FLASH)
  • Teaching Statistics Using Social Justice Examples

    Larry Lesser, University of Texas at El Paso
    Tuesday, July 10, 2007 - 1:00pm
    Drawing from (and expanding upon) his article in the March 2007 Journal of Statistics Education, Larry Lesser will discuss and invite discussion about examples, resources and pedagogy associated with this meaningful way of engaging students in the statistics classroom. Also a November 2008 webinar on this topic tailored to K-12 teachers is available at the ASA webinar site.Watch Webinar Recording (FLASH)
  • Students' Ambiguity Tolerance as a Success Factor in Learning to Reason Statistically

    Rob Carver, Stonehill College
    Tuesday, June 12, 2007 - 2:00pm
    We've probably all observed that some of our students become positively irritated with the uncertainty that remains after solving a problem of statistical inference. This webinar reports on a continuing empirical investigation of the relationship between Ambiguity Tolerance (AT) and students' facility in developing the skills of inferential reasoning. This research uses some validated measures of AT and of statistical thinking to focus on ambiguity tolerance as an explanatory or moderating factor in learning to apply the techniques of inference.Watch Webinar Recording (FLASH)

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