Out-of-class

  • Descriptions, examples, and online calculators for a variety of statistical concepts. Includes One-Way Anova, Tukey's Post Hoc Test, and much, much more.
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  • Amidst the strange vicissitudes of life, 'tis likely, most unlikely things should happen is a quote by Greek poet Agathon (448-400 BC). The quote is mentioned in Aristotle's (384 - 322 BC) book "Rhetoric". This version of the quote is found on page 357 of the 1823 "A New Translation of Aristotle's Rhetoric" by John Gillies.
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  • In this video (which lasts almost 20 minutes), statistics guru Hans Rosling debunks myths about the so-called "developing world."
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  • In this video (which lasts a little over 21 minutes), Oxford mathematician Peter Donnelly reveals the common mistakes humans make in interpreting statistics -- and the devastating impact these errors can have on the outcome of criminal trials.
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  • March 23, 2010 Activity webinar presented by John Gabrosek & Paul Stephenson, Grand Valley State University and hosted by Leigh Slauson, Capital University. GOLO is a dice-based golf game that simulates playing a round of golf. GOLO can be used to illustrate basic probability concepts, descriptive summaries for data, discrete probability distributions, order statistics, and game theory. Participants had a chance to play the online version of GOLO.
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  • April 27, 2010 Activity webinar presented by Shonda Kuiper, Grinnell College, and hosted by Leigh Slauson, Capital University. Educational games have had varied success in the past. However, what it means to incorporate games into the classroom has changed dramatically in the last 10 years. The goals of these games are to 1) foster a sense of engagement, 2) have a low threat of failure, 3) allow instructors to create simplified models of the world around us, and 4) motivate students to learn. This webinar uses the same reaction time game to demonstrate a simple 1- 2 day activity that is appropriate for introductory courses as well as an advanced project that encourages students to experience data analysis as it is actually practiced in multiple disciplines. In the introductory activity students are asked to spend 15 minutes playing an on-line game. Data collected from the game is used to demonstrate the importance of proper data collection and appropriate statistical analysis. The advanced project asks students to read primary literature, plan and carry out game based experiments, and present their results.
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  • The true method of knowledge is experiment. This is a quote of British poet and artist William Blake (1857 - 1827). The quote is found in his 1788 book "All religions are one".
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  • This short article begins with a brief explanation of 3D barcodes (what they are and how they are used), and then provides an argument for why statistics should be studied and how statistics is a part of everyday life. Several links are shared for other resources related to teaching and learning statistics, in addition to a link to a career options in statistics.
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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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  • June 12, 2007 webinar presented by Rob Carver, Stonehill College, and hosted by Jackie Miller, The Ohio Sate University. 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.

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