Case Studies M.Sc. in Applied Statistics Dr. Órlaith Burke Michaelmas Term 2012.

Slides:



Advertisements
Similar presentations
Developing Learner-led Knowledge Generating Online Communities
Advertisements

Regional training activities planning discussion.
Business School Marketing in Context Enquiry-based Learning (EBL) Launch Week 9.
Innovation in Assessment? Why? Poor student feedback regarding feedback timeliness and usefulness Staff workloads Student lack of awareness as to what.
Best Practice Communication with Doctors. * T EN TIPS to improve communication between Doctors and other health providers. * G OLDEN RULES for accompanying.
Creating a dialogue over feedback between staff and students in the classroom and online Heather A. Thornton
Research Seminar Course For MRes and first-year PhD students Spring term January-March Up to 10 weeks, ca.1-2 hours per week
WHO Antenatal Course Preparing the new WHO eProfessors.
Further Oral Activity An Introduction.
Collaborating By: Mandi Schumacher.
Teaching Groups Dr Natasha Taylor New to Teaching Workshop 24/25 July 2012.
Common Core Math: 2 > 4 Super Week Norms Silence your technology Limit sidebar conversations.
 Take Roll  Discussion – BA 8  Questions?  Tips for revising the introduction  Workshop Time  Homework for next week.
POSTGRADUATE SEMINAR GUIDELINES
Professional Perspectives: Electronic Engineering Paul Spencer Dean of School, Electronic Engineering Kal Winston* Adviser, Study Skills Centre.
Session 5-8. Objectives for the session To revisit general themes and considerations when delivering the intervention. To consider sessions 5-8 and familiarise.
Library & Information Services Peer Teaching: An Aston Experiment Amanda Poulton Information Specialist – Engineering and Life Sciences.
How do we improve skills required for critical thinking in pharmacy students? Jennifer Short, Betty Exintaris, Paul White & Sab Ventura Department of Pharmaceutical.
Working with Groups Working with Groups Much of your work as a mentor will be working with a group. This is a particular and valuable.
CS Tutorial 7 Frid. Nov. 20 th, 2009 Final Project Presentations & Demos Tutorial.
Providing Constructive Feedback
CS 197 Computers in Society Fall, Welcome, Freshmen!
Recruitment of online tutors Sharon Slade, Fenella Galpin OU Business School.
CPRJ2003 System Development Group Project Managing Your Group Project Note that this presentation will be put on the CPRJ2003 module web site.
introduction to MSc projects
Guest Lecture Series Professor Michael Sherris  Introduction to Guest lecture series  Becoming a Better Actuary and Actuarial Student: –Tips for Job.
CSCE790: Security and Privacy for Emerging Ubiquitous Communication system Wenyuan Xu Department of Computer Science and Engineering University of South.
Managing Large Classes with Group Work
Experience in Applying Online Learning Techniques in Computer Science & Engineering Dr. Aiman H. El-Maleh Computer Engineering Department King Fahd University.
Making a Presentation Discussion Points Masters-Doctoral Seminar.
Alternatives to Lectures: Discussion Sections
BBI 2420 ORAL INTERACTION SKILLS 1 ST FACE TO FACE SESSION 15 FEBRUARY 2015 SEM 2, 2014/2015.
Meeting Skills.
Welcome to FISH 297: Scientific Writing and Communication Today’s agenda: 1.A round of self-introductions: Why I am here, 2.Why this class exists, 3.Why.
Effective Note Taking Instructor(s) Date (s).
Putting Your Heads Together How To Form and Effectively Run a Study Group.
Effective Teaching of Health Reporting: Lectures and More Barbara Gastel, MD, MPH Texas A&M University Train the Trainer Workshop: Health Reporting for.
Paul Bourke DT211/3 & DT228/3 Team Project Paul Bourke Module Web Page:
To give you practical experience of planning, designing and carrying out an ethical piece of research. To develop your understanding of research methodology,
Lecture 3 THE KEY SKILLS TESTED IN A DISSERTATION.
CompSci 725 Handout 7: Oral Presentations, Projects and Term Reports Version July 2009 Clark Thomborson University of Auckland.
Basic Impact Evaluation Course Poverty Analysis Initiative (C102) Poverty Analysis Initiative (C102) World Bank Institute Attacking Poverty Program.
Certificate IV in Project Management Course Structure Course Number Qualification Code BSB41507.
Before the Team Project Cultivate a Community of Collaborators Deb LaBelle.
CLC reading program Nguyen Thi Thu Trang. In-class activities Assignment Assessment Add your text in here Reading program Objectives Contents.
Facilitating Learning – Part II By : Dr Malik Zaben By : Dr Malik Zaben MD, PhD, MRCS MD, PhD, MRCS.
Before you are seated, please look inside the back of your nametag for a slip of colored paper. Please seat yourself at the table bearing a sheet of paper.
Establishing potentially useful evidence  Anecdotal evidence: Based on someone’s experience. Statistical evidence: Based on statistics.
T Seminar on Internetworking. Overview Paper finalization (deadline was 17.4.) –Proceedings has been send for printing Seminar day on
Research and Writing Seminar Thursday, – 16 35, room C To find an up-to-date version of the schedule and to read the papers check the website
Group work – why do it? Rachel Horn – Civil & Structural Engineering.
Professionally Speaking : Qualitative Research and the Professions. Using action research to gauge the quality of feedback given to student teachers while.
Make Learning Fun! Form a STUDY GROUP
Module, Course and Unit Evaluations Module, course or unit evaluations give you the opportunity to make your voice heard by giving feedback about your.
Conducting Business Meetings Satorre, Joshua Jerem T. ENSP2 Instructor: Mr. Xavier Aquino Velasco - Associate/Lecturer III, FEU Tech.
Benefits of Study Groups & Characteristics of Successful Groups
Writing Exercise Try to write a short humor piece. It can be fictional or non-fictional. Essay by David Sedaris.
Welcome to MT- 320 Research and Presentation Seminar Dear Students, The Seminar will start promptly at the Schedule Time. Remember that the system saves.
Employment Skills for Communications Technology..
Dr Jane Tonge Senior Examiner
Present apply review Introduce students to a new topic by giving them a set of documents using a variety of formats (e.g. text, video, web link etc.) outlining.
Earth Educators’ Rendezvous Workshop Leader Webinar Introduction Workshop Design Best Practices Utilizing the Web Tools Evaluation Instruments David McConnell,
Course Work 2: Critical Reflection GERALDINE DORAN B
02086 Writing Inspirations Aalto University
02086 Writing Inspirations Aalto University
DEBATE Dr. S K Biswas.
Contents Introduction/Contacts Description Of Module (& LOs)
Running a workshop: the role of the facilitator
Experts by Experience Group Observations.
Presentation transcript:

Case Studies M.Sc. in Applied Statistics Dr. Órlaith Burke Michaelmas Term 2012

Statistical Methods M.Sc. in Applied Statistics Hard work = Stay engaged Responsibility = Ownership Read = Read

Case Studies o Logistics o Aims of the course o Tasks o Structure of the Lectures o Presentation types o Feedback o Personal Reflection o Groups: Allocation, tasks and group work

Logistics 10 am Friday morning Lecture Room in SPR1 Week 1-8 MT Lecture Room also available am on Friday mornings for presenting groups to SET UP and practise before the session that day. Please note that lectures will start promptly at 10am! Material available on WebLearn

Online Material Aims of the course Tasks Structure of the lecture Presentation hints and tips Feedback Groups

Online Material Aims of the course Tasks Structure of the lecture Presentation hints and tips Feedback Groups

Aims of the Course The aims of the Case Studies module are: to broaden participants exposure to practical aspects of statistics; to develop in participants a critical awareness of how statistical ideas and techniques are used in practice; (See Scientific Thinking excerpt on class page) to improve the participants skill in formulating and delivering a presentation on a statistical topic; and to encourage the development of participants group work skills.

Aims of the Course Why? The aims of the Case Studies module are: SO THAT YOU BECOME WELL-ROUNDED STATISTICIANS DEVELOPMENT OF CRITICAL THINKING AND PRACTICALITIES OF STATISTICS IN THE REAL WORLD DIRECTLY TRANSFERABLE SKILLS AND PRACTICE FOR WEEK-LONG ASSESSED GROUP PRACTICAL

Online Material Aims of the course Tasks Structure of the lecture Presentation hints and tips Feedback Groups

Tasks Each student will: study 1 case, for main presentation, in randomly allocated groups of 4-5; be assigned to speak for part of one presentation (at least); study 1 case, for debate-style presentation, in randomly allocated groups of 2-3; study 1 case, for question rounds, in randomly allocated groups of 2-3; produce a short Personal Reflection for each group work task. Please note that finding papers in the Oxford library system is part of the task.

Online Material Aims of the course Tasks Structure of the lecture Presentation hints and tips Feedback Groups

Structure of Lectures The lectures for this course will be as follows: – Seminar-style presentation of main case study – followed by quick-fire questions – followed by active discussion from the audience – Debate-style presentation of second case study – followed by active discussion from the audience

Structure of Lectures The lectures for this course will be timed as follows: – Seminar-style presentation of main case study 15 minutes – followed by quick-fire questions 10 minutes – followed by active discussion from the audience ~10 minutes – Debate-style presentation of second case study 5 minutes each – followed by active discussion from the audience ~5 minutes

Online Material Aims of the course Tasks Structure of the lecture Presentation hints and tips Feedback Groups

Seminar-Style Presentations Every member of the group should contribute significantly (but not necessarily equally) to the presentation. You are not expected to analyse the data yourselves, and please do not discuss the theory - this should be a study of examples.

Seminar-Style Presentations A good presentation will: clearly and efficiently communicate the context, aims, methods and findings of the reported analysis; deliver a clear, fair and accurate critique of the reported analysis; suggest alternative analyses or ideas for improvement if appropriate; and deal appropriately and constructively with questions and feedback from the audience. See Presentation hints on the class page

Seminar-Style Presentations Remember that the audience will not have seen the report. Common mistake: Groups do not clearly introduce the problem or describe the context of the analysis. This makes the rest of the presentation almost impossible to follow. Technology: You can make use of the computer projector but do prepare in advance, e.g. have the file on your desktop, and log on to the computer before the talk (it takes much longer to log-in the first time you use it!).

Debate-Style Presentations Each debate group will present the positive OR negative aspects (as assigned) of the case study These are 5 minute short key point presentations Every member of the group should contribute significantly (but not necessarily equally) to the presentation.

Quick-Fire Question Rounds Lead by the quick-fire question group after the presentation. Quick-fire question group members will – be familiar with the case study – focus on positive OR negative aspects of the study (as assigned) – have a few short (but interesting) questions for the main presentation group. The idea is not to try to catch the presentation group out but to encourage active discussion of the case study. Quick-fire question rounds will develop into the general questions and discussion with the rest of the audience.

Online Material Aims of the course Tasks Structure of the lecture Presentation hints and tips Feedback Groups

Feedback At the end of the lecture (as you leave) Post-it anonymous feedback All students will have an opportunity to receive individual feedback on their presentation. General feedback also given to each group after the session (e.g. statistical key points and feedback on presentation/team work)

Feedback Feedback is valuable – It helps you to assess your performance, and to improve. However, please keep the following in mind: Feedback should be positive or constructive, but never negative. Feedback should not be personal - you are communicating your perception of the presentation, not making a value judgement about an individual. Please consult feedback notes online before the first session

Online Material Aims of the course Tasks Structure of the lecture Presentation hints and tips Feedback Groups

Groups Groupwork Each individual will bring a different set of skills and background knowledge to the group. You will therefore get the most out of the exercise if you work together to prepare the presentation. Make sure every meeting has a focus, and that each individual is given the chance to contribute their ideas and skills. You may find it useful at first to assign someone the role of chairman, in order to make sure that the discussion stays on track. Remember this is all practice for the Assessed Group Practical

Groups Allocation Students will be assigned to randomly allocated groups for Main case study Seminar-Style presentation – Groups of 4-5 Second case study Debate-Style presentation – Groups of 3-4 Quick-fire Question Groups for Main case study – Groups of 3-4 The references for case studies to be discussed will be available one week before each session

Groups Tasks Each main presentation group will: formulate and deliver a 15 min presentation on a particular case; be prepared for quick-fire questions and general questions from the audience; and produce a team plan – to be submitted no later than 24 hours before presentation.

Groups Tasks Each debate presentation group will: formulate and deliver a 5 min presentation on a particular case; be prepared to defend their comments; and produce a team plan – to be submitted no later than 24 hours before presentation.

Groups Tasks Each quick-fire question group will: briefly review the case to be presented; and prepare 1-2 interesting questions for discussion with the presentation group.

Online Material Aims of the course Tasks Structure of the lecture Presentation hints and tips Feedback Groups Team Plan and Personal Reflection

Team Plan & Personal Reflection Each presentation group will submit a TEAM PLAN no less than 24 hours before the presentation (i.e. By 10am Thursday) The TEAM PLAN will outline the individual roles of each student in the group e.g. presenter, slide writer...

Team Plan & Personal Reflection Each student will produce a short Personal Reflection for each group work task in which they are involved To be submitted by 10am Monday morning By Week 8 each student should have three Personal Reflections A Personal Reflection should be an individual piece of writing no more than a single page a brief description of your own experience of a particular groupwork task Prompts available on Class Page