AUC Academic Conference 'From Virtual to Reality' The University of
Queensland 1996AUC Academic Conference 'From Virtual to Reality' The University of
Queensland 1996
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Paper Title:
Hitchhikers Guide to Statistics
Presenter / Author:
Helen Carter, Educational Consultant, University of Wollongong
Keywords: Informatics, Statistics
Faculty area: Informatics, Statistics
This project, which came about after two failed attempts to obtain funding from CAUT ( Committee for the Advancement of University Teaching)
and as a result had a grand vision but without the funds to match, was originally to develop an extensive multimedia package on Probability for use by students from all disciplines doing first courses in Statistics. The project was driven by the University of Wollongong's commitment to statistical literacy for all graduates by the Year 2000. Much reduced funds (obtained from within the University) altered the aim, such that the project became to look at methods and to develop a prototype. Using a suitable interface metaphor, this could then be extended as additional funds became available.
Why (and how) Probability?
The argument given by the project team 'content experts' was that the need to estimate probabilities from data is the basis of much of Statistics and is essential to an understanding of it. Probability, however, presents certain difficulties: It has a long tradition of being taught from a highly mathematical perspective and as a consequence many students develop a loathing of it. It was felt that a fresh approach, employing a new media, might be beneficial.
It was decided to provide an experiential model learning environment and, therefore, a central objective for the project was to build up a stock of real examples. Some of these would incorporate graphical simulations, relevant to a variety of disciplines. These could either be used independently as part of classroom exercises or could be integrated into fairly traditional but highly interactive Computer Assisted Learning (CAL) tutorials.
The interface metaphorInitially, a Casino setting, which had a number of different playing tables available, was considered for the program. Students could play each game repeatedly until they ran out of chips at which time they might be questioned on the rules they had determined from playing the game. This was fairly soon discarded as being too narrow a focus and the potential problem of Probability as being seen as only applicable to game situations, a popular misconception. The problem was that the program being developed had to be applicable to students from the large range of potential disciplines available at the University of Wollongong. The team working on the project wanted to be able to use the examples with students from Nursing, Law through to Mathematics. It soon became apparent that the only way to accommodate this range was to create our own world and so "Probsville" was born, with "Statsville" just around the corner.
The designOnce the interface metaphor was decided upon it was then a matter of designing the elements required to achieve this. A number of scenarios were proposed but eventually the idea of "Astro the Alien" evolved. It was felt it was easier to be an observer from outer space then to be part of the population. This gave the user a purpose for being there and for collecting data to pass back to HQ. It also allowed the user to be both an observer and at times a participator. Although when designing this program in 1995 the initial inspiration had been "Hitchhikers Guide to the Galaxy" by Douglas Adams, as with any project design it is an amalgam of ideas from a variety of sources ... there is probably even a little of "Lost in Space" in there as well.
The design had to be flexible to allow for a variety of examples of Probability being applied in different situations which students could experience as isolated events or as examples flowing from a narrative, such as in a CAL tutorial. There also needed to be a way to assign tasks and provide assistance to support both these modes of learning.
The story"Astro the Alien" is travelling through space in a very 1950's style rocketship when it chances upon planet Earth. Hovering over the town of Probsville the alien is directed to make observations about the people of Probsville.
Diagram 1. Introductory sequence showing rocketship.On board the rocketship are three consoles:
Diagram 2. Inside the rocketship.The first one provides a gridded map view of Probsville and allows the alien either to send probes down to observe events at various locations or to morph into the situation and interact with the situations below.
Diagram 3. Map view of Probsville.The second console is an onboard computer which can be interrogated to find out further about the discoveries made in Probsville. It contains a lot of tutorial type material.
Diagram 4. Onboard computer, with popup screen showing.The third console is a communications link to headquarters. This is used to assign tasks and provide help, if required. It can provide common definitions of earth-type phenomena.
What's been developed
Elements of the map view and the onboard computer have been developed. In the map view there are three partially developed locations: the Flip family household, Kid's Uni childcare centre and a Bureau of Statistics.
The Flip family was the first attempt by the team to provide a situation in a household where the members decide all of their daily decisions by the flip of a coin. A short film shows each of the four members of the family flipping coins to decide whether to get out of bed or not, what to cook for breakfast and whose turn to play with the game computer.
The Kid's Uni childcare centre was invented to accommodate a game that the team put together based on the old children's game "Beetle". The reinvented game is called Snozzle and the game is played by Astro against the computer. This is followed up by being able to simulate multiple playings of the game.
The Bureau of Statistics was created as a way of beng able to include a variety of data, which could be interpreted and have questions posed. Finally, in the onboard computer, the chapter on Probability drawn from the subject handbook used with first year undergraduate students of Statistics was roughly edited and put in as an example of a potential online tutorial.
What happenedAs with beginning any multimedia project, there needs to be a large commitment of time from all team members, especially the content experts. Not only do they have to understand their area of expertise but they need to have a direct teaching requirement and teaching experience in the area under consideration. This is difficult when the project concerned has limited funding and no release from teaching for the academics concerned.
As the designer/consultant on the project, my previous experience had been with large scale multimedia programs. With the benefit of hindsight it would have been more appropriate to have chosen a single simulation and worked it through and perhaps, time and money permitting, developed a story around it.
A vital team member was unavailable for most of the project, so that the team that actually worked on the program, although with technical and subject expertise, did not have teaching expertise in the area of probability. Also, there was not a direct teaching requirement in this area at that time, so a key motivational factor for multimedia development was lacking - an audience. This resulted in a lack of direction and purpose and the outcome is probably testimony to this.
Where to from hereFor the team members involved this project provided a significant learning exercise. For the content providers it gave them experience in working as part of a team, of the level of commitment they require and of some of the possibilities for designing multimedia. For the designer/consultant it reinforced the need for knowing the reasons behind the development, having not only content expertise but teaching experience on the team and of the need to set clear, achievable goals. As with any team new to multimedia development there is always time required for the team members to establish their roles, find their feet in this new venture.
The primary aim had been to change the practice of teaching from a purely mathematical perspective to an experiential model using relevant graphical simulations. With feet firmly planted on the ground, the project team has now set about tackling Variability in Statistics and as a result of this experience a single simulation is being developed to show the effect of Sampling. This may end up in Statsville but then again it may not. There is a clear achievable goal, relevant content and teaching expertise and a defined audience, only weeks away.
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References
Hedberg, J., Harper, B., Brown, C. & Corderoy, R. (1994)
Exploring user interfaces to improve learner outcomes
in Beattie, K., McNaught, C. & Wills, S. (Eds.)
Interactive multimedia in university education: designing for change in teaching and learning
Elsevier, Amsterdam, pp.15-29Porter, A., Kamel, M., Griffiths, D. & Stirling, D. (1993)
The Powers of Two: How and Why should we teach Probability in Introductory Statistics Courses
Statistics'93 ConferenceSims, R., Hedberg, J. (1995)
Dimensions of Learner Control: A reappraisal for interactive multimedia instruction
ASCILITE'95 ConferenceHelen Carter,
Educational Consultant,
Educational Media Services
University of Wollongong
Northfields Avenue
WOLLONGONG N.S.W. 2522
Ph: 042-213 849
Fx: 042-258 312
Email: h.carter@uow.edu.au
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