Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Score end talk 1

SCORE final presentation

  • Login to see the comments

Score end talk 1

  1. 1. Teaching Statistics in Psychology Martin Le Voi
  2. 2. Statistics is hard to understand <ul><li>At least for psychologists… </li></ul><ul><li>Many psychology departments struggle with explaining it </li></ul><ul><li>Students struggle </li></ul><ul><li>Every lecturer has a pet way of teaching </li></ul><ul><li>Is the problem with “one-size-fits-all” </li></ul>
  3. 3. How do you understand the “mean” <ul><li>The central tendency of a group of numbers </li></ul><ul><li>The expected value of a random variable </li></ul><ul><li>As an equation: </li></ul>
  4. 4. In pictures?
  5. 5. As a simulation?
  6. 6. As a song?!! <ul><li> </li></ul>
  7. 7. Students learn in different ways <ul><li>Well, they claim some things are easier than others </li></ul><ul><li>Some text books are easier than others </li></ul><ul><li>And it never seems unanimous </li></ul><ul><li>Certainly some concepts can be explained in different ways </li></ul>
  8. 8. The Matching Hypothesis <ul><li>If you teach a student in concordance with their learning style, learning will be optimised </li></ul><ul><li>But what is Learning Style? </li></ul><ul><li>And how do you teach to it? </li></ul><ul><li>Masser & Mayer (2006). ATI hypothesis: fails! </li></ul>
  9. 9. The ATI Hypothesis <ul><li>Masser & Mayer (2006). </li></ul><ul><li>Visual student, visual instruction GOOD </li></ul><ul><li>Visual Student, verbal instruction BAD </li></ul><ul><li>Verbal student, visual instruction BAD </li></ul><ul><li>Verbal Student, verbal instruction GOOD </li></ul><ul><li>Fails… </li></ul>
  10. 10. Dodge the problem! <ul><li>Find and evaluate existing OERs for teaching statistics </li></ul><ul><li>Classify by teaching approach </li></ul><ul><li>Invite students to self-assess by sampling quality materials in different approaches </li></ul><ul><li>Automate the process! </li></ul>
  11. 11. Search for psychometrically valid learning style assessment <ul><li>Mayer & Masser 2003 </li></ul><ul><li>Factor Analysed 14 measures together </li></ul><ul><li>Best are: </li></ul><ul><li>MLPQ Cronbach’s alpha 0.8, “retest” 0.59 </li></ul><ul><li>Loads 0.98/0.54 on Learning Preference factor </li></ul><ul><li>VVLS loads 0.83 on Cognitive Style factor, (0.38 on MLPQ) </li></ul><ul><li>Coded both into OpenLearn (demo) </li></ul>
  12. 12. Finding resources: the problem <ul><li>http://psych. hanover . edu/aps/teaching .html#statistics </li></ul><ul><li>http://it. stlawu .edu/~rlock/tise98/onepage.html </li></ul><ul><li>http://www.stat.duke. edu/sites/java .html </li></ul><ul><li>Problem of evaluation </li></ul><ul><li>Merlot </li></ul>
  13. 13. Merlot <ul><li>Merlot has a systematic peer review system </li></ul><ul><li> </li></ul><ul><li>Peer review example (file) </li></ul><ul><li>Clear winner for Visualisation teaching </li></ul><ul><li> </li></ul>
  14. 14. OpenLearn courses in development <ul><li>Learning Statistics by visualisation </li></ul><ul><li>Learning Statistics by graphics (maybe too similar to 1) </li></ul><ul><li>Learning Statistics by algebra and text </li></ul><ul><li>Not in OpenLearn: </li></ul><ul><li>Learning Statistics: the non-linear approach (to be prepared in Prezi: ) </li></ul>