Sharing Best Practice for Teaching Quants using Open Educational           Resources Dr Jackie Carter, University ofManche...
200 years 200 countries 4 minutes“I came to understand the world               http://www.youtube.com/watch?v=jbkSRLYSojob...
Overview• Background  – My role - data and Open Educational Resources  – Context, introduction to the project• The Project...
“Data, data, data. I cannot make      bricks without clay”                • Socioeconomic Data                  Services  ...
Coming soon: an integrated service                    UK Data Service      Other data       services                     C...
Context: Stats and QS/QM                                 • Royal Statistical Society’s                                   g...
Statistical Literacy•   Statistical literacy brings a range of    thinking and practical skills that    include: knowledge...
Context: Open Educational Resources                  • UNESCO 10-years of                    OER                  • Paris ...
What are Open Educational       Resources?             • OER infoKit at             https://openeducationalresources.pbwor...
Building bridges between worlds:          SCORE Project                • Social science data in                  ugrad tea...
(O)ER for QM in UK?                                                  • ESDS teaching resources                            ...
OER for QM beyond the UK?                              • OPOSSEM: Online Portal                                for Politic...
Collecting case studies                                                                   • Identify willing              ...
Academics’ Perspective           • Interview with academics             from University of             Cardiff, UK (clip) ...
Academic Librarian’s Perspective‘I never thought I’d   ..role is about offeringdo this’               support for students...
Policy Practitioner Perspective                             • This job..requires a certain                               l...
Media Training Perspective• BBC School of Journalism     • Focus on open data  training course(s) -            – Political...
Will sharing resources and practice                      help? “My first reaction to sharing resources was one of horror! ...
Where’s the evidence for OER?• Case studies   – www.heacademy.ac.uk/resources/de     tail/oer/oer-phase-3-case-studies• SC...
Sharing openly?
Walled (succulent) gardens with open               gates?
OER Practice is like climbing a ladder                           • Embed OER into existing                             sys...
New projects: University of                    Manchester• Teaching QM in disciplinary                    • Patterns in Po...
“OER is a very young concept. People who live it every dayare sort of like why arent more people doing it?’ Its stillvery ...
Jean Spector http://fr.fotopedia.com/items/jeans-AJA3RruQUkAAttribution, Noncommercial, No Derivative Works
Acknowledgements• Interviewees   –   Sin Yi Cheung, Luke Sloan, Surhan Cam; Rob Evans, Malcolm Williams   –   Jeanette Har...
Thanks and Questions• Jackie Carter• @JackieCarter• j.carter@manchester.ac.uk
Presentationcarter rc33 2012_v1
Upcoming SlideShare
Loading in …5
×

Presentationcarter rc33 2012_v1

393 views
337 views

Published on

Presentation given at RC33 9 July 2012

Published in: Technology, Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
393
On SlideShare
0
From Embeds
0
Number of Embeds
3
Actions
Shares
0
Downloads
1
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Presentationcarter rc33 2012_v1

  1. 1. Sharing Best Practice for Teaching Quants using Open Educational Resources Dr Jackie Carter, University ofManchester and SCORE, The Open University, UK July 2012: slides shared under CC:BY
  2. 2. 200 years 200 countries 4 minutes“I came to understand the world http://www.youtube.com/watch?v=jbkSRLYSojoby visiting it. I use statistics tocheck my understanding and to http://howtomakeadifference.net/2012/03/28/hans-tell others.”CC BY-NC 2.0 rosling/
  3. 3. Overview• Background – My role - data and Open Educational Resources – Context, introduction to the project• The Project – Different perspectives for quants teaching • Academics; Subject librarians; Policy practitioners; Media• Findings and next steps
  4. 4. “Data, data, data. I cannot make bricks without clay” • Socioeconomic Data Services – Economic and Social Data Service – Census Dissemination Unit • Case studies • Telling Stories project • Use of data in teaching (Teaching Tools)
  5. 5. Coming soon: an integrated service UK Data Service Other data services Census Support Service
  6. 6. Context: Stats and QS/QM • Royal Statistical Society’s getstats 10-year campaign • UK Policy drivers – STEM skills for social sciences• Quantitative Methods (QM) / Quantitative Skills (QS) / Statistical Literacy• strategically important and vulnerable subject
  7. 7. Statistical Literacy• Statistical literacy brings a range of thinking and practical skills that include: knowledge; comprehension; application; analysis; synthesis; and evaluation. It enables a feel for data, including being able to support an argument with evidence, but also being aware of the variety of interpretations that are possible from those data. A statistically literate person will apply common sense to problems and appreciate that information that is gleaned from data will have uncertainty attached to it.
Becoming statistically literate …takes time for the ideas and concepts • MacInnes, 2009 to mature, experience with applications to develop and will • Source: depend upon the individual’s aptitude www.esrc.ac.uk/_images/Undergraduate_quantitative_resear ch_methods_tcm8-2722.pdf to appreciate that variability is all around us and impacts on everyone. Cockcroft, 1982 ‘Mathematics Counts’
  8. 8. Context: Open Educational Resources • UNESCO 10-years of OER • Paris 2012 Declaration • UK Policy drivers – 10+ years of investment in teaching resources – 3 years+ funding to create and release OER – Jorum – national repository for OER
  9. 9. What are Open Educational Resources? • OER infoKit at https://openeducationalresources.pbwor ks.com/w/page/24836480/Home • Open Licences e.g. CC Creativecommons.org • Reuse, Revise, Remix, R edistribute
  10. 10. Building bridges between worlds: SCORE Project • Social science data in ugrad teaching • Open Educational Resources …aims are to share teaching resources and expertise in those institutions already working to upskill students in QM; and to focus on resources that address global issues by using real world data
  11. 11. (O)ER for QM in UK? • ESDS teaching resources • methods.hud.ac.uk • DeSTRESS - depository of statistical resources for social sciences http://destress.pbworks.com/w/page/42308116/Welcome • Methods@Manchester (not CC) • RESTORE restore.esrc.ac.uk (not CC)www.jisc.ac.uk/inform/inform33/OpenWorking.html • Jorum resources • QM ESRC pages www.esrc.ac.uk/funding-and-guidance/tools-and- resources/undergraduate-QM/index.aspx
  12. 12. OER for QM beyond the UK? • OPOSSEM: Online Portal for Political Science Education in Methodology opossem.org • MERLOTwww.oer-quality.org/tag/qa/ • Others? • Google????
  13. 13. Collecting case studies • Identify willing respondents from: – quantitative-methods- teachers mailing list – Media contacts – Policy practitioners • Semi-structured interviewsmyitzonecasestudies.files.wordpress.com/2008/10/case-studies.jpg
  14. 14. Academics’ Perspective • Interview with academics from University of Cardiff, UK (clip) • Quotes from LSE100 course (and online interviews) • Other interviews at Leeds Metropolitan; Manchester; Manchester Metropolitan; Plymouth.
  15. 15. Academic Librarian’s Perspective‘I never thought I’d ..role is about offeringdo this’ support for students • Social Science Data who have a Resources (SSDR) Site substantive research Representatives mailing list question, but don’t always know where to start looking for • IASSIST Int Assoc for SS Info data, or what data Services & Technology exists to help them (need to join) with their research“[economics] undergraduates do a dissertation • This case study will bein the third year. They have to go and find made available atdata….probably the most popular dataset isthe World Development Indicators from the www.esds.ac.uk/resourcesWorld Bank because it’s so big and covers such /datainuse/casestudies.aspa good mix of social and economic indicatorsand some financial stuff…’
  16. 16. Policy Practitioner Perspective • This job..requires a certain level of confidence and ability to interact with the statistics • I wanted to develop research skills, including quantitative, .. at least to be able to understand statistics to a• You need to think about level...[to] help me career wise.. how to articulate [the stats] in a way thats • Recorded talk to students at: media friendly http://stream.manchester.ac.u k/Play.aspx?VideoId=10926• Statistics are impactful
  17. 17. Media Training Perspective• BBC School of Journalism • Focus on open data training course(s) - – Political party donations “Sources, scoops and spreadsheets” • Tools for data exploration – Excel including pivot• Follow up of stories after tables the course • http://delicious.com/ston• Data-driven journalism epeople• http://datajournalismhan dbook.org/
  18. 18. Will sharing resources and practice help? “My first reaction to sharing resources was one of horror! I remembered days spent writing .. my teaching materials and felt very protective of them – why would I then share them with someone else? …”“Context is everything in QM teaching andI started to feel that I was almost certainlygoing through the same laborious processthat hundreds of lecturers before me hadgone through themselves. Why we’re wereplicating this process in isolation? Thinkhow much time we could save if we pooledresources! …I decided that I didn’t want tocontinue the ‘cycle of abuse’ along thelines of “well I had to do it on my own sowhy should I share my hard-earnedexperience and resources with someoneelse?”
  19. 19. Where’s the evidence for OER?• Case studies – www.heacademy.ac.uk/resources/de tail/oer/oer-phase-3-case-studies• SCORE outputs – www8.open.ac.uk/score/outputs• Synthesis and Evaluation report (Oct 2012) – www.unesco.org/new/fileadmin/MU LTIMEDIA/HQ/CI/CI/pdf/themes/jisc_ ukoer_david_kernohanpdf.pdf• Open Education SIG• Annual OER conference – OER13, Nottingham, UK
  20. 20. Sharing openly?
  21. 21. Walled (succulent) gardens with open gates?
  22. 22. OER Practice is like climbing a ladder • Embed OER into existing systems and services but follow up with targeted support • Identify champions within the department and capitalise on their enthusiasm & knowledge • Engage staff developers, librarians, LT- ists: build a network of support • Collect evidence & examples • Recognition = Time & Space to experimentDr Joanna Wild
  23. 23. New projects: University of Manchester• Teaching QM in disciplinary • Patterns in Politics and context: integrating QM and Society evidence into the Social Science – The University of Manchester already undergraduate curriculum aims to integrate secondary data on society and politics into undergraduate course units in the Social Sciences. This• Various modules across years 1-3 project aims to widen, deepen, and – Data and The Media disseminate best practice in the – The Survey Method in Social Research integration of quantitative data and quantitative methods into the – Engaging Social Research curriculum. – Sociology of Personal Life – Sociology of Spiritual Life – Racism and ethnicity in the UK • www.ccsr.ac.uk/research/QMCIProjec – Politics of Policy Making t.htm – Power and Protest – Elections and Voters – British Politics • www.ccsr.ac.uk/research/documents since 1940 /PIPSdetails.pdf – Introduction to Comparative Politics
  24. 24. “OER is a very young concept. People who live it every dayare sort of like why arent more people doing it?’ Its stillvery young and it will come of age. We will look back tenyears from now we will see the OER movement as the singlebiggest change for creating access to high quality highereducation for people on the planet - most people just dontrealise it yet.And where weve got to do some work is search and retrievaland application - thats still the great frontier. Were notdoing a good enough job in equipping our educators toparticipate; were not doing a good enough job in enablingour students to find it and do something meaningful with it”. Professor Martin Bean; VC Open University, UK Questions & discussion: Bridging the divide: visions of education futures through technology. Going Global Conference 2012
  25. 25. Jean Spector http://fr.fotopedia.com/items/jeans-AJA3RruQUkAAttribution, Noncommercial, No Derivative Works
  26. 26. Acknowledgements• Interviewees – Sin Yi Cheung, Luke Sloan, Surhan Cam; Rob Evans, Malcolm Williams – Jeanette Harwood – Neville Davies, John Marriott – Helen Riley – Carole Sutton – Graham Whitham – And others• SCORE – Mentor – Tony Hirst – Fellows
  27. 27. Thanks and Questions• Jackie Carter• @JackieCarter• j.carter@manchester.ac.uk

×