Modules for Teaching Statistics with Pedagogies using Active Learning (MTStatPAL)

使用主动学习的教学统计和教学模块(MTStatPAL)提供了包罗万象的模块，帮助有经验和没有经验的教师在大学统计学入门教学中促进积极的学习课程。活动学习课程包括经验丰富的教师与学生一起完成练习的脚本和视频片段。通过这种方式，该项目使用了一种创新的方法，提供了一种积极的学习指导模式，帮助教师预测在实施以活动为基础的课程时可能出现的复杂情况。每个单元由以下部分组成：(1)在线课前或课后活动，旨在为学生准备(或补充)相应的课堂活动，其中包括主题的视频介绍、嵌入的测验和笔记模板。(2)一套教师资源材料，其中提供了一张带有课程脚本的提示表，由一位经验丰富的统计教师协助的课堂活动的视频，以及评估问题和解决方案，以评估学生的概念知识。(3)旨在促进学生话语和帮助学生通过主动学习过程理解统计学概念的课堂活动。虽然关于主动学习的好处的文献很多，但关于如何帮助教师，特别是没有经验的教师，有效地实施主动学习课程的文献要少得多。为了研究材料的有效性，MTStatPAL采用了设计实验方法(Cobb，diSessa，Lehrer，&amp；Schauble，2003)，研究项目开发的MTStatPAL模块的实施如何影响入门统计学习生态的要素(学生解决的任务、课堂话语的种类、参与规范、用于学习的工具以及教师协调这些要素之间关系的实际方式)、完成MTStatPAL学习模块后学生推理的变化以及教师如何适应MTStatPAL学习模块的教学。在田纳西中部州立大学(MTSU)，这些模块的初步实施正在全职临时教员、研究生助教和兼职教员的教室中进行。一个专门的网站可以在国家和国际范围内传播该项目。为了让统计教育工作者了解统计研究所开发的主动学习模块的提供情况，项目小组将通过国家数字图书馆(如www.causeweb.org)和出版物，在国家统计教育活动上分享项目成果及其项目材料。

Modules for Teaching Statistics with Pedagogies using Active Learning (MTStatPAL) provides all-inclusive modules that helps experienced and inexperienced instructors facilitate active learning lessons in teaching introductory college statistics. The active learning lessons include scripts and video segments of experienced instructors completing the activities with students. In this way, the project uses an innovative approach by providing a model of active learning instruction, which assists teachers in anticipating complications that could occur in implementing activity-based lessons. Each module consists of the following components: (1) An online Pre- or Post-class Activity designed to prepare students for (or supplement) the corresponding in-class activity, which includes a video introduction to the topic, embedded quizzes, and a note-taking template. (2) A package of Instructor Resource Materials that provides a tip sheet with a script for the lesson, a video of the in-class activity facilitated by an experienced statistics teacher, and assessment questions and solutions to evaluate students' conceptual knowledge. (3) An In-class Activity designed to promote student discourse and to help students gain understanding of a statistical concept through an active learning process.While there is vast literature on the benefits of active learning, there is far less on how to assist instructors, especially inexperienced ones, in effectively implementing active learning lessons. To research the effectiveness of the materials, MTStatPAL employs design experiment methodology (Cobb, diSessa, Lehrer, & Schauble, 2003) to study how the elements of the introductory statistics learning ecology (tasks students solve, kinds of classroom discourse, norms of participation, tools used for learning, and the practical ways the teacher orchestrates relations between these elements) are impacted by the implementation of the MTStatPAL modules the project develops, shifts in student reasoning as a result of completing the MTStatPAL learning modules, as well as, how faculty adapt to teaching with the MTStatPAL learning modules.At Middle Tennessee State University (MTSU), initial implementation of the modules is taking place in the classrooms of full-time temporary faculty, graduate teaching assistants, and adjunct faculty. A dedicated website allows for the dissemination of the project on a national and international scale. To inform statistics educators of the availability of the active learning modules developed by MTStatPAL, the project team will share results of the project and their project materials at national statistics education events, through national digital libraries (e.g. www.causeweb.org), and through publications.