In this paper, we investigate the use of LAMS in two quite different classes in statistics, one at the first-year introductory level, the other at masters level, and show how it has contributed to the development of a learning community. We situate our investigation in a theoretical context to using such technologies in statistics pedagogy. We examine three specific learning activity sequences, examples from our two classes, and then look at students’ reactions to their use and to the overall e-learning context. Finally, we reflect on our experiences and give suggestions for improvement.
|Title of host publication||Proceedings of the First International LAMS Conference 2006|
|Subtitle of host publication||designing the future of learning|
|Editors||Robyn Philip, Angela Voerman, James Dalziel|
|Place of Publication||Sydney|
|Number of pages||10|
|Publication status||Published - 2006|
|Event||International LAMS Conference (1st : 2006) - Sydney|
Duration: 6 Dec 2006 → 8 Dec 2006
|Conference||International LAMS Conference (1st : 2006)|
|Period||6/12/06 → 8/12/06|
Bibliographical noteCopyright 2006 the Author(s). Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.
- learning activity management system (LAMS)
- learning community
- statistics learning