Multimedia

This issue contains articles on: The predictive model used by the website FiveThirtyEight.com during the 2008 Presidential election, the design and implementation of an election day exit poll by statistics students, a description of the randomization measures taken to ensure fairness and transparency in the awarding of development grants to farmers in the Republic of Georgia, an explanation of the Item-Matching problem and the Coupon-Collecting problem, together with R code for simulating both problems, and a review of the book, Applied Spatial Statistics for Public Health Data.

This site contains several videos about how to use Mathematica and how to teach with Mathematica.

August 24, 2010 Activity Webinar presented by Jackie Miller, The Ohio State University and hosted by Leigh Slauson, Capital University. Extra materials available for download free of charge. When Dr. Miller took a graduate course in College Teaching, she learned the jigsaw method. The jigsaw is a cooperative learning technique where students work together in a "home" group on a specific task and then are placed into "jigsaw" groups made up of one member from each home group. For example, if there are 25 students in the class, 5 students would be assigned to each of the A, B, C, D, E home groups, and each jigsaw group would each one member from A, B, C, D, and E. While in the jigsaw groups, the students teach each other what they learned in their home groups. Dr. Miller recalls bringing the idea back with her to one of the OSU elementary statistics courses where it has been used successfully since 1996. Recently a graduate teaching assistant (GTA) suggested to other GTAs that this might be good in another introductory statistics course, and the activity has been adopted successfully . As structured, the jigsaw can be used in an exam review in statistics by assigning students to, say, 5 exercises that they need to master before they go to their jigsaw groups to teach others about their exercise. During this webinar, the webinar presents how the jigsaw is done and address questions like: How do you budget your time for this class activity? How do you know that students are teaching the correct answer? How do you know that students are not just furiously writing down answers instead of listening to understand the concept? Can this work for you? By the end of the webinar, hopefully you will be as intrigued as Dr. Miller was to learn about the jigsaw method and will want to try it in your classroom.