eric matsuoka cmc 3 south fall mini-conference october 10, 2015
TRANSCRIPT
Creating Helps Studentsto Bloom in Introductory Statistics
Eric MatsuokaCMC3 South Fall Mini-Conference
October 10, 2015
Presentation OutlineMATH 115 (Statistics) at Leeward
Community CollegeImplementing Statistical ProjectsMotivations for Alternatives to Traditional
Printed SubmissionsFacilitating Student CreationsResults
Student Perception Survey ResultsRubric-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 EmphasisA term project gets the student to
experience every aspect of the statistical process
Project topics and general methodology are of the students’ choosingAn 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 EmphasisRequired progress reports keep students
on task and facilitate student-instructor dialogue
Grading standardsTopic and progress reports submitted on
time and appropriate (possibly after revision)
Topic relevance to course learning outcomes
Depth of researchResearch relevance to topic chosenPresentation of the submission artifactConsistency of conclusions and dataSelf-evaluation
Project EmphasisNot fully a project-based learning
approachThe 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
https://www.flickr.com/photos/21847073@N05/5857112597
Figure 1: Scienceoftheinvisible. (2007). Bloom’s Taxonomy [jpg].
Retrieved from https://www.flickr.com/photos/ajc1/2061712190
Facilitating Student CreationsMost 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 CreationsLeeward CC’s Educational Media
Center Staff provided substantial assistance to me and my students.Google Sites template created for
students to copy and populateEducational Technologist Rachael
Inake led a hands-on introduction to using Google Sites in a computer classroom.
Facilitating Student CreationsRachael 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 https://youtu.be/T-Ea3rn_0xc
Examples of Student Creations
Figure 4: Santiago, D. (2015). The effects of coffee on students [Image, screen capture]. Retrieved from https://sites.google.com/a/hawaii.edu/spring-2015-math-115-
diana-santiago/
Examples of Student Creations
Figure 5: Pablo, A. (2015). How many words can you remember? [Image, screen capture]. Retrieved from https://sites.google.com/a/hawaii.edu/2015-spring-math-115-project-
anjanette-pablo/
Examples of Student Creations
Figure 6: Nagatori, J. (2015). Superhero statistics [Video file]. Retrieved from https://youtu.be/qn8lBT_TxJ0
Student responses were positive.Response Survey results (n = 23)
I liked having options for submitting my project 91.3%
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 MatsuokaProfessor and Math Discipline Coordinator
Leeward Community CollegePhone (808) 455-0281
Email [email protected]
ReferencesEnglish, 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, 1425-1430.
Lancaster, P. (2011). Universal design for learning. Colleagues, 3(1), 5. Retrieved from http://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1070&context=colleagues
ReferencesPrensky, M. (2001). Digital natives, digital
immigrants. On the Horizon, 9(5), 1-6.Rosen, L. D. (2011). Teaching the
iGeneration. Educational Leadership, 68(5), 10-15.