gaise in the online course michelle everson, university of minnesota sue b. schou, idaho state...
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GAISE in the Online Course
Michelle Everson, University of Minnesota
Sue B. Schou, Idaho State University
Patti B. Collings, Brigham Young University
Jamis Perrett, Texas A & M University
Six GAISE Recommendations
1) Emphasize statistical literacy and develop statistical thinking
2) Use real data
3) Stress conceptual understanding rather than mere knowledge of procedures
4) Foster active learning in the classroom
5) Use technology for developing conceptual understanding and analyzing data
6) Use assessments to improve and evaluate student learning
Using Technology to Emphasize Statistical Literacy and Enhance Software Instruction
Michelle EversonDepartment of Educational Psychology
University of MinnesotaEmail: [email protected]
Who I am and what I do• I’ve been teaching online for 5 years and I helped
develop several online courses in my department
• Currently, I teach the following online courses:– EPSY 3264: Basic and Applied Statistics
– EPSY 5261: Introductory Statistical Methods
– EPSY 5262: Intermediate Statistical Methods
– EPSY 5271: Becoming a Teacher of Statistics
• Class sizes are typically around 30 students– Students come from a variety of disciplines (Education,
Nursing, Social Sciences)
• WebVista is the classroom management system used
• Collaboration, group discussion, and activity are big parts of all courses
Example Course Site
Example Weekly Module
Snapshot of Discussion Rooms
Using Technology in the Online Course
• Are there ways we might use technology to emphasize statistical literacy?• If we want students to become savvy and critical consumers of
statistics used in the media and in published research studies, what types of assignments and activities might we want to use in our courses?
• What are some things that might really motivate and engage students, or entice them to be on the lookout for uses and misuses of statistics in the real world?
• How can technology be used to enhance software instruction?• Students who must learn to use statistical software in an online
course may need extra support– Detailed handouts do not always work– Available software tutorials sometimes fall short– Students may benefit from opportunities to witness their own instructor model the thinking
and reasoning process involved in exploring and analyzing data
Project #1: The Great Statistics Twitter Experiment
• Students are asked to set up a Twitter account and to follow the instructor (www.twitter.com/MGEverson)
• Students (and the instructor) “tweet” about a variety of things– News articles that include statistical information– Cartoons related to statistics– Poll results– Misleading graphs or news report– Online sites that can help individuals learn statistics– Good data sets
• Students must include the link to what they have found and a short description/critique (followed by #epsy5261)
• Currently, this is an EXTRA CREDIT assignment
Project #2: SPSS Tutorials
• Project supported by a Technology Enhanced Learning Grant (through the University of Minnesota Digital Media Center)
• Collaborator: Yelena Yan
• Goals:– To use real data sets
– To go beyond simply walking through steps and procedures; to help students form connections among different topics and ideas
– To model (for students) how to think about and reason through different problems
– To foster more of a sense of community in the online course by providing students with opportunities to see and hear their instructor
Entering data
Data Exploration
Comparing groups on a Single Quantitative
Variable
Describing a Single Quantitative Variable
Making Inferences about Population
Confidence Intervals for a Single Mean
Chi-square
Linear regression
Correlation
Paired t - test
Two Sample t - test
One Sample t - test
Collect Data
Develop Research Questions
How to Use Statistics Tutorials
Rationale for Statistics Tutorials
Preliminary Feedback about SPSS Tutorials
• Students are watching the tutorials, often more than once
• The tutorial with the most “hits” is about confidence intervals
• Students like:– The overall design and pacing of tutorials– Seeing and hearing the instructor– Accompanying handouts/data sets– Being able to pause and go back to sections over and over
• Students don’t like:– Pacing (some say tutorials are slow and too long)– Not having opportunities to stop and practice what they are learning– Feeling as if tutorials will not be useful beyond the course
Some Lessons Learned• It’s important to think about how you might “sell” your
students on the use of various technological tools in your course– Relate the use of such tools to the learning goals of the course
– Try to ensure students can access these tools and that they feel comfortable using them
• Think carefully about the software you’ll need to use to create different tools (such as tutorials) and about whether the time and effort will be worth it in the long run– If the statistical software you are using in the course is constantly
changing, is it worth it to create tutorials, or would well-labeled and illustrated handouts suffice?
Incorporating GAISE in Online Instruction: A Business Perspective
Sue B. Schou
Idaho State University
Email: [email protected]
Background• Two semester undergraduate business
statistics courses • Taught within the College of Business• Use Minitab 15 statistical software• Emphasis on writing and interpretation• Use Moodle as the learning management
system (Adobe Presentations, Minitab video instruction)
• Class size ranges from 30 to 40 students
Using Real Data
• Collect survey data from students in the course using web survey tool• Have students formulate questions • Place the questions as written into the web
questionnaire• Give students web address to respond• Provide Excel spreadsheet for analysis
• Use the world SARS data (very skewed)—could easily change to H1N1 flu data
– Source: Mathematics Teacher, September 2004
Using Real Data
• Projects– Sampling from a real data source online
• www.dunes.com• www.autotrader.com• www.apartments.com• www.realtor.com
– First course uses data for hypothesis testing
– Second course uses data for building a multiple regression model
Projects in Online Setting
• Wiki– Group assignment– Can track each student’s contribution– Saves all drafts
• Google Docs– Students must set up using their gmail
accounts– Allows editing – Disadvantage in that instructor cannot see
work in progress
Discussion Forums in MoodleActive Learning
• Grading rubric for discussions available to students
• Assign groups for discussions initially• First discussion forum: introduce yourself
to your group• Use this environment to introduce myself
to the class• Type I/Type II error
– http://www.intuitor.com/statistics/T1T2Errors.html website includes an interactive applet
Discussion Forums in MoodleActive Learning
• Require How to Lie with Statistics in the first course
• Require Super Crunchers in the second course
• Reading assignments then discussion– Provide questions to direct the thought
process– Example: wedding article
Problems with Forums
• Lack of student participation– Solution is to make it percentage of overall grade
• Simply reiterating other students’ responses– Use Q&A forum in Moodle
• Student low quality response– Requires some encouragement from the
instructor to think more deeply
• Poor writing skills– Include in grade and ensure is discussed in
grading rubric
Assessment
• Proctored exams (testing center, local library, etc.)– Mostly free response – Some multiple choice (often from ARTIST website)
• Unproctored portion to check Minitab skills– Sometimes use this portion for interpretation questions
during proctored exams; submission at exam center– Sometimes require a memo that discusses the results
and gives recommendation for business; submission online
Assessment
• End of semester proctored computer lab exam– First course requirement to ensure each student
is developing adequate technology skills– Gives student raw data to input then analyze– One hypothesis test from (one sample t-test, 2
sample t-test, paired t-test, ANOVA, one proportion, two proportion, Test for equal variance, and Chi-squared test of independence)
– Two additional problems from the remainder of topics (probability, descriptive statistics, graphs, etc.)
Promoting Conceptual Learning in Online Classes
Patti B. Collings
Brigham Young University
Email: [email protected]
Who am I and What I Do
• Have taught online for 6 years
• Developed three versions of intro stat – Independent Study: ≈1000 students per year– Hybrid (half in class and half out of class:
≈400 students per semester– Hybrid (activity once a week): ≈500 students
per semester– All online (question/answer period once a
week): ≈250 students per semester
What I do (cont.)
• Used Blackboard in the past
• Now use Moodle
• Department chair mandated that online course be exactly like in class course
Course Materials
• Textbook: Basic Practice of Statistics by David S. Moore, 4th edition
• StatsPortal– StatTutor lessons (tutorials)– Pre- and Post-Quizzes for each chapter– Applets
• Open labs
Assessment
• 15 question practice quiz and 15 question credit quiz due every Monday, Wednesday and Friday– Open book, open notes, open neighbor– Immediate feedback
• Three proctored midterms
• Proctored final
Learning Outcomes
• Use ethical judgment to assess statistical results in the honest search for truth.
• Communicate how statistics facilitates the discovery, understanding, quantification and modeling of truth about the world.
• Understand the importance of how data should be collected, and how data collection dictates the appropriate statistical method and acceptable inference.
• Understand and communicate using technical language about probability and variation.
• Interpret and communicate the outcomes of estimation and hypothesis tests in the context of a problem.
Learning Outcomes
Screen Shot of Moodle
Typical Lesson
Sample Quiz Question
• Identify when association is not causation.
• Give appropriate interpretations of statistical values• Real stories; real data
Sample Quiz Question
•Recognize type of study: experiment versus observational study•Recognize that causation can only be concluded from experiment with randomization
Sample Quiz Question
Sample Quiz Question
•Recognize need for properly collected data for inference
Activity Screen Shot
Activity Screen Shot
Applet
• Understanding sum of squared deviations
Applet
• Understanding relationship between and power
What I’ve learned
• Students need frequent deadlines
• Students only do what counts for credit
• Some students view hybrid classes as an opportunity for less class time
• Students learn best if they work together
• Changing student expectations is a challenge
Example 1: Online course in statistical methods for Ph.D. nursing students
• 30 years experience as a nurse.
• 30+ years since last stats/math class.
• 30+ years since last college course.
• More mature, not in the education mode, nervous about statistics, not very familiar with computers.
Institutional Support
• Lots of new online programs requesting introductory stats courses.
• Lots of webinars available for sharing ideas.
• No one else was interested in teaching online.
• Perception (true or false) that online education is inferior.
What I do.
• Methods course. G1
• Pre-recorded multimedia presentation of lectures. G5
• Workbook includes notes and assignments.• Assignments a learning tool rather than an
assessment tool. G6
• Exams are online and computer-graded. G3, G6
• Active discussion board. G4, G5
• Online chats as needed. G4 GAISEG1: Literacy and ThinkingG2: Real DataG3: Conceptual UnderstandingG4: Active LearningG5: Use of TechnologyG6: Assessments
What I would like to do.
• Learning: Combination of pre-recorded tutorials, interactive activities (applets), computer-graded assignments and self-graded quizzes. G1, G2, G3, G4, G5, G6
• Assessment: project/report, proctored exams. G1, G2, G3, G4, G5, G6
GAISEG1: Literacy and ThinkingG2: Real DataG3: Conceptual UnderstandingG4: Active LearningG5: Use of TechnologyG6: Assessments
Example 2: Online statistics for majors• Hybrid course.
• Campus group and online group.
• MS stats majors.
• Full-time employees in industry.
• Many already use stats daily.
• Computer-savvy.
Institutional Support
• Assistant/grader.
• Departmental priority.
What I do.• Campus group taught as usual. G?
• Daily classes recorded.• Online group watches recorded class that
evening after work.• Weekly live online interaction (virtual
office hour). G4
• Assignments and exams same for all students. G6
• Proctors required for all exams. G6GAISEG1: Literacy and ThinkingG2: Real DataG3: Conceptual UnderstandingG4: Active LearningG5: Use of TechnologyG6: Assessments
What I would like to do
• Learning: Combination of pre-recorded tutorials, interactive activities (applets), computer-graded assignments and self-graded quizzes. G1, G2, G3, G4, G5, G6
• Assessment: project/report, proctored exams. G1, G2, G3, G4, G5, G6
GAISEG1: Literacy and ThinkingG2: Real DataG3: Conceptual UnderstandingG4: Active LearningG5: Use of TechnologyG6: Assessments
Challenges
• Assuring exam integrity.
• Resources: Time, effort, cost.
• Instructors.
• Institutional constraints.
Presentation Posted
http://cobhomepages.cob.isu.edu/schosue/jsm2009.htm