Eric Matsuoka CMC 3 South Fall Mini-Conference October 10, 2015

Presentation Outline MATH 115 (Statistics) at Leeward Community College Implementing Statistical Projects Motivations for Alternatives to Traditional Printed Submissions Facilitating Student Creations Results Student Perception Survey Results Rubric-Based Scores Compared to Spring 2014 and Fall 2014 Paper Submissions Discussion, Comments and Questions

MATH 115 (Statistics) 3 credits with an elementary algebra prerequisite (for now) Mostly pre-nursing students and pre-dental hygiene students with some liberal arts (AA degree), CTE (AS/AAS degree), and unclassified students 2-3 sections per semester taught by me and one other tenured math professor Our joint decision: focus the student’s attention and work on a statistical term project.

Project Emphasis A term project gets the student to experience every aspect of the statistical process Project topics and general methodology are of the students’ choosing An introductory assignment and small-group discussion focus on statistical questions and data collection Initial topics and research methodology are proposed by the student but over- or under- reaches are discussed with the instructor to ensure appropriate and meaningful plans

Project Emphasis Required progress reports keep students on task and facilitate student-instructor dialogue Grading standards Topic and progress reports submitted on time and appropriate (possibly after revision) Topic relevance to course learning outcomes Depth of research Research relevance to topic chosen Presentation of the submission artifact Consistency of conclusions and data Self-evaluation

Project Emphasis Not fully a project-based learning approach The usual topics are introduced in the usual order but the motivation for the topics is how they facilitate the students’ projects Expected coverage is ensured while retaining to a great degree one of the important hallmark of project-based learning that English and Kitsansas (2013) identified: self-regulated learning

Statistical projects are good but Web 2.0 submission options make them better. Today’s “Digital Native” students grew up with technology and eschew text-based elements of traditional education (Prensky, 2001). We should leverage the iGeneration’s love of technology (Rosen, 2011). Flexible options form the core of Universal Design for Learning principles, which facilitate learning for all students (Lancaster, 2008).

Bloom’s Taxonomy has been revised with creating at the highest level Original (1956) Figure 2: Hernandez, A. (2011). New Bloom’s Pyramid [jpg]. Retrieved from Figure 1: Scienceoftheinvisible. (2007). Bloom’s Taxonomy [jpg]. Retrieved from

Facilitating Student Creations Most college students have experience creating and sharing content on social networking sites but those skills do not automatically transfer to academic settings (Grosseck, Bran, & Tiru, 2011). Content instructors cannot be expected to be omniscient technologists and can turn to knowledge brokers, who have specialized expertise, for help (Rosen, 2011).

Facilitating Student Creations Leeward CC’s Educational Media Center Staff provided substantial assistance to me and my students. Google Sites template created for students to copy and populate Educational Technologist Rachael Inake led a hands-on introduction to using Google Sites in a computer classroom.

Facilitating Student Creations Rachael also created a YouTube video that students could use for later reference. Figure 3: Inake, R. (2015). Math 115 project Google Site tutorial [Video file]. Retrieved from

Examples of Student Creations Figure 4: Santiago, D. (2015). The effects of coffee on students [Image, screen capture]. Retrieved from

Examples of Student Creations Figure 5: Pablo, A. (2015). How many words can you remember? [Image, screen capture]. Retrieved from

Examples of Student Creations Figure 6: Nagatori, J. (2015). Superhero statistics [Video file]. Retrieved from

Student responses were positive. ResponseSurvey results (n = 23) I liked having options for submitting my project91.3% Choosing my own topic probably motivated me to work harder on the project than I otherwise might have with an assigned topic. 65.2% In working on the project, I could better see how topics covered in class are used in the statistical process. 73.9% Having the option to make a video, web site, or some other format other than a paper got me to think more about what I was doing and how I would present it. 78.2% The presentation and screencast tutorial by Rachael Inake led me to create, or at least consider creating, a web site for my project submission. 65.2%

Web 2.0 project scores increased over prior semesters’ printed submissions. Figure 7: Matsuoka, E. (2015). Project mean score comparison [Image].

Eric Matsuoka Professor and Math Discipline Coordinator Leeward Community College Phone (808)

References English, M. C., & Kitsantas, A. (2013). Supporting student self-regulated learning in problem-and project-based learning. Interdisciplinary Journal of Problem-Based Learning, 7(2), 6. Grosseck, G., Bran, R., & Tiru, L. (2011). Dear teacher, what should I write on my wall? A case study on academic uses of Facebook. Procedia- Social and Behavioral Sciences, 15, Lancaster, P. (2011). Universal design for learning. Colleagues, 3(1), 5. Retrieved from ent.cgi?article=1070&context=colleagues

References Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6. Rosen, L. D. (2011). Teaching the iGeneration. Educational Leadership, 68(5),