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Journal Cover
Technology Innovations in Statistics Education (TISE)
Number of Followers: 2  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1933-4214
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  • Data Visualization on Day One: Bringing Big Ideas into Intro Stats Early
           and Often. Wang, Xiaofei; Rush, Cynthia; Horton, Nicholas Jon

    • Abstract: In a world awash with data, the ability to think and compute with data has become an important skill for students in many fields. For that reason, inclusion of some level of statistical computing in many introductory-level courses has grown more common in recent years. Existing literature has documented multiple success stories of teaching statistics with R, bolstered by the capabilities of R Markdown. In this article, we present an in-class data visualization activity intended to expose students to R and R Markdown during the first week of an introductory statistics class. The activity begins with a brief lecture on exploratory data analysis in R. Students are then placed in small groups tasked with exploring a new dataset to produce three visualizations that describe particular insights that are not immediately obvious from the data. Upon completion, students will have produced a series of univariate and multivariate visualizations on a real dataset and practiced describing them.
      PubDate: Sun, 01 Jan 2017 12:00:00 GMT
  • Comment: Focusing on Learning. Rossman, Allan; Chance, Beth

    • Abstract: Commentary on The Future of the Textbook.
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
  • Comment: Let's All Write and Teach with e-Books!. Velleman, Paul

    • Abstract: Commentary on The Future of the Textbook.
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
  • Comment: Technology and the Future of Statistics Education. Cobb, George

    • Abstract: Commentary on The Future of the Textbook.
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
  • Comment: The Future of the Textbook. Utts, Jessica

    • Abstract: Commentary on The Future of the Textbook.
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
  • The Course as Textbook: A Symbiotic Relationship in the Introductory
           Statistics Class. Zieffler, Andrew; Isaak, Rebekah; Garfield, Joan

    • Abstract: In the past several decades, the statistics textbook has evolved to include a variety of ancillary materials intended to supplement students’ learning and assist the teacher (e.g., workbooks, study guides, audio program, test banks, PowerPoint slides, links to applets and websites, etc.). Given the capabilities of modern technology and the need for change in content and pedagogy in the introductory statistics course, a new vision of a textbook is offered, one that exploits new technology, provides modern content, and is a more integral part of the course. Rather than serving as a supplement to a course, the modern textbook needs to embody the course. An example of such a text in the context of a unique, new introductory statistics course is provided.
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
  • Introduction to Special Edition: The Future of the Textbook. Gould, Robert

    • Abstract: A brief overview of the papers and commentaries in this special edition.
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
  • OpenIntro Statistics: an Open-source Textbook. Cetinkaya-Rundel, Mine;
           Diez, David M; Barr, Christopher D

    • Abstract: The traditional textbook is a familiar and useful tool that has served well for centuries.  Here, we discuss OpenIntro Statistics, a new textbook that seeks to retain the long-standing points of excellence among traditional textbooks, while overcoming what is potentially the most important traditional limitation: exclusivity.  OpenIntro Statistics is a completely open-source textbook, which can be downloaded for free and edited by anybody.  Its content meets the highest established standards, and is is written, edited, and reviewed by faculty from leading universities.  In this paper, we provide support for the assertion that OpenIntro Statistics retains as many of the advantages of a traditional textbook as possible, while empowering the largest possible audience to owna nd edit introductory content in statistics.  We also discuss how the open-source textbook model differs from other technologically enabled alternatives to the traditional textbook, and consider trends in the textbook over the coming years.
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
  • Response: C-RDB. Cetinkaya-Rundel, Mine; Diez, David; Barr, Christopher

    • Abstract: Response to Commentaries.
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
  • Textbooks 2.0. West, Webster

    • Abstract: Technology allows us to offer great improvements on the traditional paper-bound textbook.  I describe reasons for why electronic textbooks will become the norm in the near future.
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
  • West: Response. West, Webster

    • Abstract: Response to Commentaries.
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
  • ZIG: Response. Isaak, Rebekah; Joan, Garfield; Zieffler, Andrew

    • Abstract: Response to Commentaries.
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
  • Applying a Theoretical Model for Explaining the Development of
           Technological Skills in Statistics Education. Baglin, James

    • Abstract: Technology has become an inseparable part of modern statistical practice (Gould, 2010), and, to a large extent, modern statistics courses. The literature on technology in statistics education has focused heavily on the role of technology for improving students’ understanding. However, limited research has examined the development of technological skills for “doing” statistics, e.g. using statistical packages. This paper proposes a distinction between these two roles of technology and how both benefit student learning. The paper then applies Kanfer and Ackerman’s (1989) integrative model of skill acquisition to explain the variability in students’ technological skill development. The ability to use statistical packages, arguably the most pervasive example of statistics technology, is used as an example to illustrate this model. The implications of the model are then discussed in the context of teaching technological skills in statistics courses. Future directions and challenges related to this area of are disc...
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
  • The Data Science Education Dilemma. Finzer, William

    • Abstract: The need for people fluent in working with data is growing rapidly and enormously, but U.S. K–12 education does not provide meaningful learning experiences designed to develop understanding of data science concepts or a fluency with data science skills. Data science is inherently inter-disciplinary, so it makes sense to integrate it with existing content areas, but difficulties abound. Consideration of the work involved in doing data science and the habits of mind that lie behind it leads to a way of thinking about integrating data science with mathematics and science. Examples drawn from current activity development in the Data Games project shed some light on what technology-based, data-driven might be like. The project’s ongoing research on learners’ conceptions of organizing data and the relevance to data science education is explained.
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
  • Designing Games for Understanding in a Data Analysis Environment.
           Erickson, Tim

    • Abstract: Ordinarily, when a student plays a game on a computer, a great deal of data are generated, but never used. This paper describes a technological innovation: games designed for learning mathematics or statistics concepts in which success requires data analysis. These “Data Games” are small-scale, short, web-based games, embedded in a data analysis environment, suitable for  students in about year 7 onwards, and in teacher preparation. We discuss design for the games themselves, curriculum and assessment issues, and connections to research.  
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
  • Developing Statistics Education in Kenya Through Technological Innovations
           at all Academic Levels. Stern, David

    • Abstract: It is well recognised that statistics teaching in Kenya needs to change, in both the course content and in the approaches to teaching.  Also clear is the important role that can be played through the recent wide availability of modern technology to students at all levels.  A wide range of resources are available and various initiatives have also recently been undertaken.  However, the system has remained resistant to change.  The case is made that teaching and learning of statistics could benefit from initiatives that cut across all educational levels from school through undergraduate to MSc and PhD.  
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
  • Discussion: How Can Technology be Used to Teach Statistical Practice'.
           Bilgin, Ayse Aysin

    • Abstract: This discussion will summarize the two papers presented (Stern et al 2012; Baglin et al 2012) in 2012 IASE Roundtable Conference – “Technology in Statistics Education: Virtualities and Realities” – in Cebu, Philippines and the following discussions that took place after the presentations. In the last section a list of recommendations on learning and teaching and research will be provided.
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
  • Discussion: What do Instructors of Statistics Need to Know About
           Technology, and How Can They Best Be Taught'. Molnar, Adam

    • Abstract: At the 2012 IASE Roundtable, Thursday speakers covered diverse technological subjects in developed and developing countries. They demonstrated that the technological frontier varies based on current position and resources. Complexity and acclimation challenges affect all implementations. Discussion of several papers considered the foundation of statistics, whether data or mathematics made more sense and generated more beauty. Plenary discussion had two major topics – comparative benefits of real and realistic data, and ways to attract students to research in statistics.
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
  • Dynamic Visualizations and the Randomization Test. Budgett, Stephanie;
           Pfannkuch, Maxine; Regan, Matt; Wild, Chris J.

    • Abstract: Hypothesis testing reasoning is recognized as a difficult area for students. Changing to a new paradigm for learning inference through computer intensive methods rather than mathematical methods is a pathway that may be more successful. To explore ways to improve students’ inferential reasoning at the Year 13 (last year of school) and introductory university levels, our research group developed new learning trajectories and dynamic visualizations for the randomization method. In this paper we report on the findings from a pilot study including student learning outcomes and on the modifications we intend to make before the main study. We discuss how the randomization method using dynamic visualizations clarifies concepts underpinning inferential reasoning and why the nature of the argument still remains a challenge.
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
  • Faculty Attitude towards Technology-Assisted Instruction for Introductory
           Statistics in the Context of Educational Reform. Hassad, Rossi A.

    • Abstract: Technology-assisted instruction is a core focus of educational reform in most disciplines. This exploratory study (N=227) examined instructors’ attitudes toward technology integration for the teaching of introductory statistics at the college level. Salient attitudinal elements (including perceived usefulness, self-efficacy, and comfort), which can serve as barriers to, and facilitators of, technology integration were identified. Additionally, a preliminary scale (ATTIS) for measuring instructors’ attitudes toward technology integration was developed with acceptable levels of internal reliability and validity. The results underscore the need for training and support for instructors, by way of workshops, modeling of best practices through team teaching and mentoring, and other targeted professional development activities.
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
  • Getting Real Statistics into all Curriculum Subject Areas: Can Technology
           Make this a Reality'. Nicholson, James; Ridgway, Jim; McCusker, Sean

    • Abstract: Technology has revolutionised society and it has revolutionised the way in which statistics, as a professional discipline, is done. The collection of data is growing exponentially both in relation to the quantity of data assembled on any particular measure and also in relation to the range of topics, and the measures, on which data is collected. Accessing data has become much simpler, and tools for exploring, manipulating and representing that data visually have multiplied, both in commercially available software and open-source freeware. However, the curriculum in schools in the UK is constrained by important factors which restrict the use of technology in assessment. The statistics curriculum is largely dull and does not address the core issues of most relevance in statistics today. Here, we explore ways in which technology can enhance the teaching of subjects in which statistics are used, and also the teaching of statistics within mathematics.  
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
  • MSc Training in Research Methods Support. Stern, R.D.; Coe, R.; Stern,
           D.A.; McDermott, B.M.

    • Abstract: The case is made for a new type of statistical master’s program called MSc in Research Methods.  The name of the course reflects the fact it is broader than one in statistics, partly because of the changing nature of research.  It is designed to be accessible to two types of students: those who have a mathematical background and those who have a more applied background from their first degree.  The program is intended primarily for working professionals so it is delivered in a way that is suitable for part-time students.  The implementation of an e-learning version of this course in Kenya is also described.  
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
  • 'Open Data' and the Semantic Web Require a Rethink on Statistics Teaching.
           Ridgway, Jim; Nicholson, James; McCusker, Sean

    • Abstract: The concept of statistical literacy needs to be refreshed, regularly. Major changes in the ways that data can be accessed from government and non-government agencies allow everyone to access huge databases, to create new variables, and to explore new relationships. New ways of visualizing data provide further challenges and opportunities. The Open Data movement, and the rise of data driven journalism are increasing public access to large scale data via the media. Here, we map out some opportunities and potential pitfalls, and discuss the rebalancing of statistics curricula that is required. The most obvious challenge is the need to introduce students to the exploration and analysis of large scale multivariate data sets. The curriculum should also address issues of data provenance and quality. We present an example of our visualisations of complex multivariate data, used in classroom trials. General issues of pedagogy and curriculum innovation are discussed.  
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT

    • Abstract: In response to the need for reformed, outcome-based higher education statistics curricula in the Philippines, this paper draws from current research on the role of technology in statistics education and presents a framework for technology integration in teaching undergraduate and graduate-level statistics for non-majors. Anchored on the principles of Outcome-Based Education, this framework combines ideas from Pearson and Gallagher’s Gradual Release of Responsibility Model and Taggart’s Reflective Thinking Model to guide the attainment of the goals and intended learning outcomes for teaching statistics with technology as expanded opportunity and support for learning success. The Gradual Release of Responsibility Model describes how responsibility of learning shifts gradually over time from teacher to student ownership and from modeled and guided instruction to collaborative and independent learning.  The Reflective Thinking Model guides the course design where focus in teaching with technology moves from techn...
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
  • Preface to the Special Edition. Gould, Robert; Kaplan, Jennifer

    • Abstract: Introductory remarks
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
  • Selecting Technology to Promote Learning in an Online Introductory
           Statistics Course. Mocko, Megan

    • Abstract: Online courses are becoming an increasingly more common option for college students and technology plays a critically important role. How can a course be taught in a way that engages the students so that they master the material as well as they would in a traditional classroom' In order to help accomplish these goals various technological packages must be chosen to bridge the gap between the traditional and online course. This paper will discuss the technological setup of an online Statistics course, and review the technology choices, implementations, and problems that arose. The paper will concentrate on the discussion of five areas: location of course, class conduct, communication, assessment and any additional hardware requirements.
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
  • Students' Experiences and Perceptions of Using a Virtual Environment for
           Project-Based Assessment in an Online Introductory Statistics Course.
           Baglin, James; Bedford, Anthony; Bulmer, Michael

    • Abstract: Course projects have been argued to help develop students’ statistical thinking, but implementing authentic and realistic course projects still presents major challenges. This paper evaluated students’ experiences and perceptions of using an online simulated virtual environment, known as the Island, for implementing major course projects within an online masters level introductory statistics course. The use of the Island aimed to overcome significant practical and ethical constraints imposed on project-based work in online courses. The project required students to answer a self-posed research question by gathering and analysing data using methods covered in the course. The project was divided into two parts, a mid-semester proposal and an end of semester online presentation. Following completion of the projects, forty-two students responded to a questionnaire which rated their level of agreement to three aspects of using the Island: engagement, ease of use and contributes to understanding. Students ...
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
  • The Use of Graphics Calculator in a Matriculation Statistics Classroom: A
           Malaysian Perspective. Krishnan, Saras; Idris, Noraini

    • Abstract: The teaching and learning of statistics has evolved tremendously over the years owing to the reformation in statistics education and the advancement of technology that revolutionized the pedagogy in statistics classrooms. With technological tools students can focus in learning and understanding the important statistical concepts instead of concentrating on lengthy and repetitive calculations. Hand-held technologies such as the graphics calculators have paved the way for constructive and exciting learning experience. However, in a developing country like Malaysia the use of graphics calculators in statistics classrooms is not without challenges. This paper explores the advantages and limitations of the use of graphics calculators in the teaching of statistics in Malaysia.
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
  • Characterising Students' Interaction with TinkerPlots. Fitzallen, Noleine

    • Abstract: Exploration of the way in which students interacted with the software package, TinkerPlots Dynamic Data Exploration, to answer questions about a data set using different forms of graphical representations, revealed that the students used three dominant strategies – Snatch and Grab, Proceed and Falter, and Explore and Complete. The participants in the study were 12 year 5-and-6 students (11-12 years old) who completed data analysis activities and answered questions about the data analysis process undertaken. The data for the inquiry were collected by on-screen capture video as the students worked at the computer with TinkerPlots. Thematic analysis was used to explore the data to determine the students’ strategies when conducting data analysis within the software environment.
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
  • Virtual Discussion for Real Understanding: The Use of an Online Discussion
           Board in an Introductory Biostatistics Course. Schmid, Kendra K

    • Abstract: One of the challenges of teaching is engaging students in a subject they may not see as relevant to them. This issue is especially prevalent when teaching statistics to health science students as many do not consider statistics an important piece of their medical training. Additional difficulty is presented when teaching courses via distance technology or courses that are partially or completely online as the valuable class discussion component is lost. This paper focuses on fostering “discussion” about statistical concepts and how they relate to each student on an individual level. This paper describes the online discussion board as a tool incorporated to supplement classroom activities and not as one to be limited to the online class. Two activities where the discussion board can be utilized are described: one where students participate in a series of guided discussions through instructor provided, thought-provoking questions and another where students critique an article related to their field of study and...
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
  • Comparing Training Approaches for Technological Skill Development in
           Introductory Statistics Courses. Baglin, James; Da Costa, Cliff

    • Abstract: Technology has transformed the modern introductory statistics course, but little is known about how students develop the skills required to use this technology. This study compares two different training approaches for learning to operate statistical software packages. Guided training (GT) uses direct instruction and explicit guidance during training, whereas active-exploratory training types, such as error-management training (EMT), promote self-directed exploration. Previous studies in general software training suggest that EMT outperforms GT at promoting adaptive skill transfer. This study recruited a sample of 115 psychology students enrolled in introductory statistics courses that ran concurrently across two campuses. These students completed weekly, one-hour training sessions learning to use the statistical package SPSS. In the final week of the semester, students completed an SPSS certification task to measure adaptive skill transfer. The EMT and GT approach was implemented in Campus A and B respective...
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
  • Learning Statistics Using Motivational Videos, Real Data and Free
           Software. Harraway, John A

    • Abstract: Website and software products that have the potential to raise the profile of statistics in society are described. The website has links to case study videos describing contexts, study designs, data files and lessons using the new software for data exploration and analysis. Case study videos dealing with current research applying statistics have been selected to motivate discussion in class, and further “hands on” learning can be achieved through use of the software. During the development phase in New Zealand in 2010 the software was trialed and student and teacher experiences are reported. A full day professional development workshop for teachers involving lessons using the software was recorded and these are on the website to assist teachers and students. The software is free for teachers and students at education institutes, and the procedure for obtaining a license is outlined.
      PubDate: Wed, 04 Jan 2012 12:00:00 GMT
  • An Exploration of the Exact Distribution and Probabilities for Sample
           Means for Small Random Samples. Hoff, Steven; Heiny, Robert L; Perrett,
           Jamis J

    • Abstract: The computer algebra system, MathematicaTM, is used to determine the exact distributions for sums and means of small random samples taken from a specific probability density function. The method used is the Inverse Laplace Transform for real-valued functions. These distributions are used to compare exact probabilities for probability interval statements for sums and means with normal approximations for these probabilities using the Central Limit Theorem. The maximum normal approximation errors are determined for probability intervals for various sample sizes.
      PubDate: Wed, 04 Jan 2012 12:00:00 GMT
  • Data Visualisation: A Motivational and Teaching Tool in Official
           Statistics. Forbes, Sharleen Denise

    • Abstract: This paper reports on the use, in 2011, of some recent data visualizations to both motivate students and assist them to understanding underlying official statistics concepts. Examples of visualisations used in a Masters course in public policy and an applied statistics honours course are presented. These visualizations are free, either on-line or open-source and easy to access. Although they are of aggregates of very large official data sets and so may mask some of the underlying variation they provide students with fun tools to explore the patterns and relationships between variables in the data set, discuss its implications and sometimes lead to new questions and analyses. Geo-visualisations help demonstrate the inter-disciplinary nature of official statistics in the real world. Initial feedback from students in these courses was enthusiastic. The on-going challenge for the teacher is to keep up-to-date in a world of rapidly evolving technology and to see the learning opportunities that it may pro...
      PubDate: Sun, 01 Jan 2012 12:00:00 GMT
  • Independent Interactive Inquiry-Based Learning Modules Using Audio-Visual
           Instruction In Statistics. McDaniel, Scott N.; Green, Lisa

    • Abstract: Simulations can make complex ideas easier for students to visualize and understand. It has been shown that guidance in the use of these simulations enhances students’ learning. This paper describes the implementation and evaluation of the Independent Interactive Inquiry-based (I3) Learning Modules, which use existing open-source Java applets, combined with audio-visual instruction. Students are guided to discover and visualize important concepts in post-calculus and algebra-based courses in probability and statistics. Topics include the binomial distribution, confidence intervals, significance testing, and randomization. We show that this format can be used independently by students at the introductory and advanced levels. The percentage of students answering correctly on posttests was larger than that for pretests for three of the four modules described.
      PubDate: Sun, 01 Jan 2012 12:00:00 GMT
  • Online Homework vs. Traditional Homework: Statistics Anxiety and
           Self-Efficacy in an Educational Statistics Course. Williams, Amanda

    • Abstract: The purpose of the study was to investigate whether online homework benefits students over traditional homework in the areas of statistics self-efficacy, statistics anxiety, and grades.  Using a nonequivalent control-group design, one section of students was assigned traditional homework while the other section was assigned online homework.  The two groups were then compared on measures of self-efficacy, statistics anxiety, and homework, test, and final grades. Results indicated that homework delivery method affected only student homework grades, but did not affect their other grades, self-efficacy, or anxiety.
      PubDate: Sun, 01 Jan 2012 12:00:00 GMT
  • Using Applets and Video Instruction to Foster Students' Understanding of
           Sampling Variability. McDaniel, Scott N.; Green, Lisa B.

    • Abstract: Online instructional modules that combine an applet, audio-visual tutorials, and guided discovery questions were created to teach the concept of sampling variability. The modules did contribute to an increase in understanding. However, they are a supplement to, not a replacement for, traditional instruction. The researchers found, using pretests and posttests, that student understanding of sampling distributions increased. There is room for futher improvement, which could be accomplished in two ways. A focus on designing for the introductory, rather than advanced, statistics student could be helpful. Also, giving students more feedback could help their performance in later modules.
      PubDate: Sun, 01 Jan 2012 12:00:00 GMT
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