I have come to believe that a syllabus should be a dynamic learning tool. To that end on the first day of class I randomly select some students to download my syllabus. Using the classroom projection system, they explore in the syllabus embedded links to such things as a paper I wrote about how I teach and they begin using a tool (Research Randomizer) for drawing random samples and for randomly assigning participants to conditions.
Here is the syllabus I use in my PSY205 “Statistics and Experimental Design Course.”
I am moving towards requiring that all my students demonstrate to me minimal mastery of my technology enhanced teaching and the learning tools which I introduce into the classroom.
Here is an example of a Quizlet benchmark: Example 1: Quizlet.
How helpful are these links? How might they be improved?
I also am increasingly incorporating screencasts made by me (or by my students) into the class as additional instructional support—especially as I teach SPSS. Though I realize that there are an abundance of such resources on YouTube (and even on LinkedIn!), I still see some value in my personally producing them (or having my students do so).
Here are some screen casts that Simpson research assistants Tia and Ariana made for me to demonstrate their mastery of using screen casting software tools:
And here is one of my SPSS screen casts made at home with the help of Leo the Dog:
Should I continue to produce these even though their production quality may not be “professional”?
Below is a first draft outline of an ebook I am contemplating writing. I share it at this time welcoming feedback. I shall use this draft as part as a review for my PSY205 students. Here is a brief description of HOW I teach the course.
Each hyperlink is a “module. Thanks to Arianna, Tia, and Lizzy for helping me create this draft (while I was away from the office).
What data analysis should I use?: Test your knowledge by clicking on the link. Eventually I shall incorporate a flow chart / decision tree here.
- Teaching Tools: SPSS, inStat, starQuiz, Camtasia and Research Randomizer.
- Augmenting My Teaching Capabilities: Top Technology Learning Tools Revisited.
- On Engaging Students (Part 2): Adventures with StarQuiz and SPSS
- Changes: How much tinkering should one do with a course that seems to work well?
- Learning by Teaching: Alison and Lizzy’s Guide to Using SPSS Data Analysis for Simple Linear Regression
- Retrospective Thinking: How much tinkering should one do with a course that seems to work well?
- Two-way Between Subjects ANOVA Using SPSS (Part 1)
- What Questions can you Answer with your Data? Using SPSS to guide you.
- Review of One-way Between Subjects ANOVA using SPSS
- t-Time: Three Short SPSS Screencasts for PSY205
- Still Looking for ways to Improve Courses After 36 Years of Teaching (Part 1 of 2)
- Retooling and Sharpening the Saw
- Something Old and Something New: A brief Introduction to Effect Size Statistics
I’m glancing at a research article “The Pandora Effect: The Power and Peril of Curiosity” by Christopher K. Hsee and Bowen Ruan recently published in the journal Psychological Science. Since my Oberlin undergraduate days I’ve been interested in the topics of curiosity and intrinsic motivation. Hence, my nom de plume “Curious David.” I wonder how many of my students are familiar with the Greek myth of this first human woman created by the gods. I suspect that more of them are familiar with the radio streaming service by that name.
I’ll probably use the article in my PSY205 course “Statistics and Experimental Design” in several ways. The studies are methodologically simple. They use data analyses I teach in the course. They illustrate the so-called “New Statistics“. In addition, they are amenable to plausible alternative hypotheses. My quick reading suggests additional studies which could be done—-here by my students..
The first and third experiments’ results sections lend themselves well to illustrating how to check the reported effect sizes using the effect size calculators I introduced in an earlier blog piece. I’ll “borrow” and modify the theme of these studies when I create the exam over one-way between subjects ANOVA which I am scheduled to give tomorrow. That is, I’ll in essence propose a study that could/should be done here at Carroll.
I am moving towards requiring that all my students demonstrate to me minimal mastery of the use of the technology-based teaching and learning tools I introduce into the classroom (e.g. Quizlet, Starquiz). My esteemed student research students do the pilot work.
I asked Tia and Ariana to show me that they could use Camtasia to create a screencast of how to access two statistical packages I introduce in PSY205 (InStat and SPSS) and one piece of software (research randomizer) that allows students to perform random assignment and random sampling.
Take a look:
I now will assess whether each of my forty-four students can access these tools (based on Tia and Arianna’s lessons) and use them to enhance their learning. Here is a benchmark for what they should know.