JSM 2002 - New York Using Video Capture Tools to Enhance Student Learning of Statistical Software Alan T. Arnholt & Suzanne R. Arnholt.

JSM 2002 - New York

Using Video Capture Tools to Enhance Student Learning of

Statistical Software

Alan T. Arnholt & Suzanne R. Arnholt

JSM 2002 - New York

Effectively integrating technology into a service statistics course without spending the entire semester/quarter answering questions about software is a challenge to anyone attempting to use technology in his/her class.

JSM 2002 - New York

Why integrate Technology?

Increased Student Learning

Give students a betterfeel for realistic data

Reduce drudgery ofbasic math calculations

ASA guidelinessuggest it!

JSM 2002 - New York

Did you find video instruction added to your understanding of the statistical material?

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

Percent 33.33% 66.67%

No Yes

JSM 2002 - New York

Teaching Students Software

Create a non-

threatening instructor

Reduce the time spent

covering basic software questions

Jump start student problem solving

JSM 2002 - New York

I used the videos:

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

Percent 11.54% 11.54% 30.77% 15.38% 15.38% 15.38%

Before Class for Review

When Working Problems

After Class for

Study

When Working

Labs

Reviewing for Tests

Never

JSM 2002 - New York

What has been done?• The American Statistician August 1996:

Multimedia for Teaching Statistics Promises and Pitfalls by Velleman and Moore– Narration of statistical concepts is important– Multimedia offers a highly individualized

environment– Many data sets and real world settings can be

presented as often as students desire to facilitate learning

• ActivStats

JSM 2002 - New York

Instructional Videos

Streamline instructional time devoted to answering

basic software questions

Provide numerous

and repeatable examples

Convey material

students find challenging

(CLT, Sampling

Distributions)

JSM 2002 - New York

HyperlinkedLab Manual

Keyed to both a paper text and topical videos

Allows students clickable access to

pertinent topics

Space Conserving and searchable

(pdf format)

JSM 2002 - New York

Problem 2.46 from Basic Statistics and Data Analysis

The accompanying data give the number of icebergs sighted each month south of Newfoundland and South of the Grand Banks in 1920. … Obtain the least squares regression equation and use it to predict the number of icebergs in Newfoundland when there are 15 icebergs spotted in the Grand Banks.

JSM 2002 - New York

JSM 2002 - New York

Video Creation Pointers

• Record small increments at a time

• Be prepared to PRACTICE!

• Monitor microphone’s distance from your mouth for consistent sound

• Drink water at the start of each short recording session

• Use a script

JSM 2002 - New York

Videos, as they were used in this class, are a teaching tool you would like to see used in other

quantitative classes.

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

Percent 0.00% 16.67% 11.11% 55.56% 16.67%

Strongly Disagree

Disagree No Opinion AgreeStrongly

Agree

JSM 2002 - New York

How often did you use the videos on average during the school week?

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

Percent 22.22% 66.67% 11.11% 0.00%

Never1-2 Days Per

Week3-4 Days Per

WeekEveryday

JSM 2002 - New York

Would you recommend that a friend use video instruction if he/she were struggling in a class where

it was available?

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

Percent 11.76% 88.24%

No Yes

JSM 2002 - New York

If you had a choice between a class with our without video instruction, which would you choose?

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

Percent 18.75% 81.25%

NO Video Instruction Video Instruction

JSM 2002 - New York

The readings and/or text were useful in understanding the course.

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

Percent 0.00% 5.56% 11.11% 55.56% 27.78%

Strongly Disagree

Disagree No Opinion AgreeStrongly

Agree

JSM 2002 - New York

The teaching materials and/or class activities were useful.

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

Percent 0.00% 0.00% 11.11% 55.56% 33.33%

Strongly Disagree

Disagree No Opinion AgreeStrongly

Agree

JSM 2002 - New York

Tools to create your own materials

• Camtasia• Hypercam• Lotus ScreenCam• Screen Recorder• Screen Corder• ScreenWatch• Visual Capture• SnapzPro (MAC)

JSM 2002 - New York

Now you can create your own non-threatening instructor

JSM 2002 - New York

Eliminate answering the same questions over and over!

JSM 2002 - New York

Now, YOU go jump start YOUR students problem solving!!!