Integrable e-lements for Statistics Education

Without doubt modern education in statistics must involve practical, computer-based data analysis but the question arises whether and how computational elements should be integrated into the canon of methodological education. Should the student see and study high-level programming code right at the beginning of his or her studies? Which technology can be presented during class and which computational elements can re-occur (at increasing level of complexity) during the different courses? In this paper we address these questions and discuss where e-techniques have their limits in statistics education.electronic books, hypertext, e-supported teaching, statistical software

Reviews

Judith Jeffcoate, Multimedia in Practice ‐Technology and Applications, BCS Practitioner Series, Prentice‐Hall International, 1995. ISBN: 0–13–123324–6. £24.95

A Student-centered Regional Planning Group Activity for Non-science Majors

NOTE: This is a large file, 81.4 mb in size! This article describes the use of an authentic regional planning public workshop activity which was modified and used to introduce the Earth surface portion of an Earth Science lecture course for undergraduate non-science majors. Students applied map-reading skills and learned about the local environment while forming opinions about how the region should grow, exploring the potential consequences of their preferences (for both developers and the environment), and making judgments about the relative importance of various environmental challenges and hazards. A participant survey showed that most supported the continued development and re-use of the activity, as well as the development of one to three additional three-lecture-period activities. Educational levels: Graduate or professional