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Dynamic, Interactive Documents for Teaching Statistical Practice

Author

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  • Deborah Nolan
  • Duncan Temple Lang

Abstract

Significant efforts have been made to overhaul the introductory statistics courses by placing greater emphasis on statistical thinking and literacy and less on rules, methods and procedures. We advocate broadening and increasing this effort to all levels of students and, importantly, using topical, interesting, substantive problems that come from the actual practice of statistics. We want students to understand the thought process of the “masters” in context, seeing their choices, different approaches and explorations. Similar to Open Source software, we think it is vital that the work of the community of researchers is accessible to the community of educators so that students can experience statistical applications and learn how to approach analyses themselves. We describe a mechanism by which one can collect all aspects or fragments of an analysis or simulation into a “document” so that the computations and results are reproducible, reusable and amenable to extensions. These documents contain various pieces of information (e.g. text, code, data, exploration paths) and can be processed to create regular descriptive papers in various formats (e.g. PDF, HTML), as well as acting as a database of the analysis which we can explore in rich new ways. Researchers, instructors and readers can control the various steps in the processing and rendering of the document. For example, this type of document supports interactive components with which a student can easily control and alter the inputs to the computations in a semi‐guided fashion, gradually delve deeper into the details, and go on to her own free‐form analysis. Our implementation for this system is based on widely used and standardized frameworks and readily supports multiple and different programming languages. Also, it is highly extensible which allows adaptation and future developments.

Suggested Citation

  • Deborah Nolan & Duncan Temple Lang, 2007. "Dynamic, Interactive Documents for Teaching Statistical Practice," International Statistical Review, International Statistical Institute, vol. 75(3), pages 295-321, December.
  • Handle: RePEc:bla:istatr:v:75:y:2007:i:3:p:295-321
    DOI: 10.1111/j.1751-5823.2007.00025.x
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    References listed on IDEAS

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    1. David S. Moore, 1997. "New Pedagogy and New Content: The Case of Statistics," International Statistical Review, International Statistical Institute, vol. 65(2), pages 123-137, August.
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    Cited by:

    1. Gilberte Schuyten & Olivier Thas, 2007. "Statistical Thinking in Computer‐Based Learning Environments," International Statistical Review, International Statistical Institute, vol. 75(3), pages 365-371, December.
    2. Heejoo Suh & Sohyung Kim & Seonyoung Hwang & Sunyoung Han, 2020. "Enhancing Preservice Teachers’ Key Competencies for Promoting Sustainability in a University Statistics Course," Sustainability, MDPI, vol. 12(21), pages 1-21, October.
    3. George W. Cobb, 2007. "One Possible Frame for Thinking about Experiential Learning," International Statistical Review, International Statistical Institute, vol. 75(3), pages 336-347, December.
    4. Chris Wild, 2007. "Virtual Environments and the Acceleration of Experiential Learning," International Statistical Review, International Statistical Institute, vol. 75(3), pages 322-335, December.
    5. Wolfgang Härdle & Sigbert Klinke & Uwe Ziegenhagen, 2007. "On the Utility of E‐Learning in Statistics," International Statistical Review, International Statistical Institute, vol. 75(3), pages 355-364, December.
    6. Robert Gould, 2010. "Statistics and the Modern Student," International Statistical Review, International Statistical Institute, vol. 78(2), pages 297-315, August.
    7. Carl J. Schwarz, 2007. "Computer‐Aided Statistical Instruction—Multi‐Mediocre Techno‐Trash?," International Statistical Review, International Statistical Institute, vol. 75(3), pages 348-354, December.

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