Abstract
Statistics receives attention through global curriculum. Some have designed professional development for teachers to develop their statistical content and pedagogy, typically on a small local scale. Online courses can expand the number of teachers involved and create communities beyond school or district lines. For a “massive” and “open” course, there are many design challenges to meet the needs of participants with varied backgrounds in teaching statistics. We will share how a Massive Open Online Course for Educators (MOOC Ed) designed in the USA, but offered and taken by educators from around the world, including Australia and New Zealand, presents design challenges for how to best impact teachers’ learning and classroom practices. For this paper, we will focus on course design principles, the design and implementation of a framework for supporting students’ approaches to statistical investigations and a task guide to assist teachers in evaluating, designing, and implementing worthwhile statistical tasks. We will share participants’ engagement with the course and evidence we have collected suggesting impacts on their classroom practice.
| Original language | English |
|---|---|
| Title of host publication | OZCOTS 2016 |
| Subtitle of host publication | Proceedings of the 9th Australian Conference on Teaching Statistics |
| Editors | Helen MacGillivray, Michael A. Martin, Brian Phillips |
| Place of Publication | Belconnen ACT |
| Publisher | Statistical Society of Australia |
| Pages | 77-82 |
| Number of pages | 6 |
| ISBN (Print) | 9780980595024 |
| Publication status | Published - 2016 |
| Externally published | Yes |
| Event | 9th Australian Conference on Teaching Statistics: Satellite to ASC 2016 Australian Statistical Conference - Canberra, Australia Duration: 8 Dec 2016 → 9 Dec 2016 |
Conference
| Conference | 9th Australian Conference on Teaching Statistics |
|---|---|
| Abbreviated title | OSCOTS 2016 |
| Country/Territory | Australia |
| City | Canberra |
| Period | 8/12/16 → 9/12/16 |