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Statistics Course Website

  • Understand primary concepts and structures of effective blended learning environment, one that is appropriately balanced with online and face-to-face activities and instruction
  • Promote student success through clear expectations, prompt responses, and regular feedback
  • Develop and deliver assessments, projects, and assignments that meet standards-based learning goals and assess learning progress by measuring student achievement on these learning goals
Course Website
Screenshot of course website
The course website is the central resource and planning hub for students in a blended course.  My Statistics website is hosted through Google Sites, a free tool that makes access instant and simple for students (no login required), supports a simple navigation panel, and allows me as a teacher to make changes as quickly as I can think of them.  Since all content in the entire course is an original work, I decided to make the site open to the public and share all resources with a CC-BY-SA Creative Commons license.

All of the course objectives as listed within each unit's main page.  This helps me frame the purpose of the content with a broad driving question and specific targets.  By sharing this in the website with students, they know what they will be learning and how it connects to the broader themes of the course.

All course activities are listed on the page with the relevant content videos and practice.  For example, the description of the cooking / taste testing activity is on the page that practices matched-pairs experiments, the supporting content of the activity.  This organization works with the timing (we do both the activity and related content in the same period of time) and theme to make it easier for students to make connections.

All course content has video-based instruction to support it.  Videos can focus on high level concepts with visual diagrams, or they could simply be tutorials for using a course tool.  Video takes one of the former advantages of face to face learning (multi-modal communication) and moves it online, freeing up face to face time for projects, conversations, and checks for understanding.

Projects are listed on the website with a purpose, objectives, explanation, some examples, and how students will be evaluated.  In the Blended Learning Environments course, I simplified the language and detailed specificity of the rubric to add student flexibility in the project.  I also added more opportunities for teacher and peer feedback throughout the process of building their videos.  Finally, I changed all formative assessments to follow a mastery-based approach where students can retake quizzes and strive for complete understanding (see more about my mastery implementation on my blog).