1. Implementing Learning Science Research in the Design of the Online Statistics Classroom Joint Statistical Meetings – 2015 Camille Fairbourn Utah State University

2. If you don’t know where you’re going, how do you know when you get there?

3. How I came to Love Learning Objectives

4. My teacher (non)-preparation

6. To Online Classroom From Traditional Classroom

7. To Traditional Classroom From Online Classroom

8.  Teachers are designers. An essential act of our profession is the crafting of curriculum and learning experiences to meet specified purposes. We are also designers of assessments to diagnose student needs to guide our teaching and to enable us, our students, and others (parents and administrators) to determine whether we have achieved our goals.  Grant Wiggins and Jay McTighe in Understanding by Design, Chapter 1

9.  Teachers are designers. An essential act of our profession is the crafting of curriculum and learning experiences to meet specified purposes. We are also designers of assessments to diagnose student needs to guide our teaching and to enable us, our students, and others (parents and administrators) to determine whether we have achieved our goals.  Grant Wiggins and Jay McTighe in Understanding by Design, Chapter 1

10. 1. Identify desired results. 2. Determine acceptable evidence. 3. Plan learning experiences and instruction. Understanding by Design Grant Wiggins and Jay McTighe

11. Introduction to Statistics Course Objectives  The purpose of this class is 1. To give you experience with statistical processes in personal and professional spheres, including where they are used, how they are used, the advantages they provide, and their limitations. 2. To provide you with a foundation for future Statistics courses.

12. Histograms and measures of center Syllabus Topic  Descriptive statistics: the histogram, the density scale, the average and the SD and their relationship to the histogram,… New Objective  Given a histogram, students will visually estimate the average, standard deviation, and median of the data.

13. Assessment Question

14. Confidence Intervals Syllabus Topic  confidence intervals and their interpretation New Objective  Given sample statistics, students will  calculate a confidence interval for the average at a given confidence level.  interpret a confidence interval.

15. Assessment Question  A candy company is market-testing a new brand of chocolate bar. A simple random sample of 400 people were given the new chocolate bar to try. A total of 285 said they liked the candy. Choose from the answers below the interval that is closest to a 98% confidence interval for the population percentage of people who will like the new chocolate bar.  71.3% to 98.0%  66.0% to 76.5%  67.5% to 75.0%  70.0% to 76.6%

16. Assessment Question  Marketing executives at a dairy company gave a new flavor of yogurt to a focus group of 385 randomly selected people. Based on the number of people who said they liked it, they calculated a 90% confidence interval for the true percentage of customers who will like the yogurt to be 35.8% to 44.1%. Choose the statement that is TRUE.  The company can reasonably believe that at least 50% of consumers who try the new yogurt will like it.  About 90% of people will say they like the new yogurt between 35.8% and 44.1% of the time.  The company can be 90% confident that the true percentage of consumers who will like their new yogurt is between 35.8% and 44.1%.  There is a 90% chance that the sample percentage of people who will say they like the new yogurt will be between 35.8% and 44.1% if we take another simple random sample of 385 people.

17. Benefits  Clarity  Confidence  Observable, quantifiable results

18. Contact Information  Camille Fairbourn  Utah State University  Brigham City Regional Campus  Camille.Fairbourn@usu.edu Camille.Fairbourn@usu.edu  http://www.math.usu.edu/cfairbourn http://www.math.usu.edu/cfairbourn