Laboratories

  • August 25, 2009 Activity webinar presented by Michelle Everson, University of Minnesota and hosted by Leigh Slauson, Capital University. In a classroom setting, students can engage in hands-on activities in order to better understand certain concepts and ideas. Replicating hands-on activities in an online environment, however, can be a challenge for instructors. The purpose of this webinar is to present an applet that was created to replicate a "Post-it Note" activity commonly used in classroom sections of an undergraduate introductory statistics course at University of Minnesota. The Post-it Note activity is meant to help students develop a more conceptual understanding of the mean and the median by moving a set of Post-it Notes along a number line. During the webinar, participants have an opportunity to see and experience just how online students are able to interact with an applet named the "Sticky Centers" applet, and the webinar presents the kinds of materials and assignments that have been created to use in conjunction with this applet. The webinar ends with a preview of a newer applet that is being developed in order to replicate the famous "Gummy Bears in Space" activity (presented in Schaeffer, Gnanadesikan, Watkins & Witmer, 1996). A supplemental student handout is available for download free of charge.
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  • Many introductory Statistics courses consist of two main components: lecture sections and computer laboratory sections. In the computer labs, students often review fundamental course concepts, learn to analyze data using statistical software, and practice applying their knowledge to real world scenarios. Lab time could be better utilized if students arrived with 1) prior exposure to the core statistical ideas, and 2) a basic familiarity with the statistical software package. To achieve these objectives, PreLabs have been integrated into an introductory statistics course. A simple screen capture software (Jing) was used to create videos. The videos and a very short corresponding assignment together form a PreLab and are made available to students to access at appropriate times in the course. Some PreLabs were created to expose the students to statistical software details. Other PreLabs incorporate an available online learning resource or applet which allows students to gain a deeper understanding of a course concept through simulation and visualization. Not all on-line learning resources are ready to use 'as in' in a course. Some may be lacking a preface or description on how they are to be used; others may use slightly different notation or language than your students are accustomed to; a few may even contain an error or item that needs some clarification. One solution to such difficulties was to create a video wrapper so students can see how the applet works while receiving guidance from the instructor. In this webinar we will share the success story of how one introductory Statistics course integrated these video wrappers into the course and the discuss other possible applications.

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  • September 22, 2009 Activity Webinar presented by Diane Evans, Rose-Hulman Institute of Technology and hosted by Leigh Slauson, Capital University. This webinar is based on an activity found at www.lhs.logan.k12.ut.us/~jsmart/tank.htm and other on-line resources (see references). During World War II, the British and U.S. statisticians used estimation methods to deduce the productivity of Germany's armament factories using serial numbers found on captured equipment, such as tanks. The tanks were numbered in a manner similar to 1, 2, 3, ..., N, and the goal of the allies was to estimate the population maximum N from their collected sample of serial numbers. The purpose of this activity is to introduce students to the concept of an unbiased estimator of a population parameter. Students develop several estimators for the parameter N and compare them by running simulations in Minitab. Extra materials available for download free of charge.
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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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  • May 8, 2007 webinar resented by Bill Notz, The Ohio State University, and hosed by Jackie Miller, The Ohio State University. In this webinar Bill Notz, the Editor of the Journal of Statistics Education (JSE), discusses all aspects of the journal. He outlines the mission and history of the JSE, describes the various departments of the journal, explains what you can find at the journal's web site, indicates the types of manuscripts the journal seeks to publish, and mentions possible future directions.

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  • August 14, 2007 Teaching & Learning webinar presented by Oded Meyer, Carnegie Mellon University, and hosted by Jackie Miller, The Ohio State University. Carnegie Mellon University was funded to develop a "stand-alone" web-based introductory statistics course, and for several semesters they studied different ways in which the course could be used to support instruction. In this presentation, Dr. Meyer discusses some of the challenges in developing such a learning environment and ways in which the course tries to address them, as well as describing the design and results of accompanying studies.

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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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  • March 11, 2008 Teaching and Learning webinar presented by Deborah Nolan, University of California at Berkeley and hosted by Jackie Miller, The Ohio State University. 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 Dr. Nolan explores 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.

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  • July 8, 2008 Teaching and Learning webinar presented by Shonda Kuiper, Grinnell College and hosted by Jackie Miller, The Ohio State University. Many instructors use projects to ensure that students experience the challenge of synthesizing key elements learned throughout a course. However, students can often have difficulty adjusting from traditional homework to a true research project that requires searching the literature, transitioning from a research question to a statistical model, preparing a proposal for analysis, collecting data, determine an appropriate technique for analysis, and presenting the results. This webinar presents multi-day lab modules that bridge the gap between smaller, focused textbook problems to large projects that help students experience the role of a research scientist. These labs can be combined to form a second statistics course, individually incorporated into an introductory statistics course, used to form the basis of an individual research project, or used to help students and researchers in other disciplines better understand how statisticians approach data analysis.

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