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Who Am I?<\/strong><\/h2>\n\n
H! I'm Dr. Darren Stanley and it is my pleasure to have you join me this term. I've taught this course many times over the years since I first joined the Faculty in 2005. I continue to find it enjoyable and stimulating, especially when each year a new group of students bring new ideas and thoughts to the course. I trust I will find the same thing this term.<\/p>\n\n
Incidentally, I can be a bit quirky and I play the french horn - not well, but I play it...in the Windsor Symphony Community Orchestra.<\/p>\n"},"library":"H5P.Text 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"ddfad842-2c19-4daf-a1cc-c231a0859a3f"}],"header":"About Your Instructor"},{"position":{"x":35.378413973741274,"y":86.37768426093385},"alwaysFullscreen":false,"content":[{"params":{"text":"
COURSE INFORMATION<\/strong><\/h2>\n\n
EDUC 8100: STATISTICS IN EDUCATION<\/h3>\n\n
Fall 2020 Course Outline<\/p>\n\n
Class Time: Mondays, September 14, 2020 \u2013 December 5, 2020 from 6:00 - 7:50 pm (See the Tentative Schedule)<\/p>\n\n
Study Week: October 18 \u2013 22, 2020<\/p>\n\n
Location: ON-LINE<\/p>\n\n
Instructor: Dr. R. D. Stanley<\/p>\n\n
Course Website: blackboard.uwindsor.ca<\/p>\n\n
* NOTE: All information herein is subject to change in response to changes in contextual variables and participant learning needs. <\/p>\n"},"library":"H5P.Text 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"ea2749b5-7f37-4168-a748-ae9e17b8560a"}],"header":"What Is This Course?"},{"position":{"x":51.76892000473947,"y":86.35877336827159},"alwaysFullscreen":false,"content":[{"params":{"text":"
CONTACTING ME<\/h2>\n\n
Physical Office: Leonard and Dorothy Neal Education Building, Room 3342<\/p>\n\n
Virtual Office Hours: Monday 6:00 \u2013 8:00 and by appointment<\/p>\n\n
Email: dstanley @ uwindsor.ca<\/p>\n\n
<\/p>\n"},"library":"H5P.Text 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"1735ec70-dc4f-4012-a4ef-f861443a2e68"}],"header":"How To Contact Your Instructor"},{"position":{"x":67.62203239537709,"y":86.3366991150541},"alwaysFullscreen":false,"content":[{"params":{"text":"\n\n\n\n
COURSE DESCRIPTION AND INTENT<\/h2>\n\nThis course is structured as an on-line introductory course for beginning graduate-level researchers for whom a good foundation and preparation in current statistical methods, tools, and applications, particularly in the general area of education, may be required for quantitative research. A variety of teaching and learning approaches will be utilized throughout the course, including recorded and\/or live presentations or lectures, independent reading, mini statistical inquiries, and other on-line learning activities. Multiple assessment practices will be utilized, including on-line concept maps, independent statistical inquiries or experiments, traditional \u201cpen-and-paper\u201d problem sets, an on-line mid-term test, and two quantitative article analyses. For the most part, the learning activities in this course have been planned for asynchronous learning where you can plan to work at your own pace and in a flexible manner. That said, you should keep in mind that you should aim to complete each planned Learning Module in the span of a week so that we all might proceed, more or less, at the same pace and complete the course in a timely fashion. University Calendar Description: This course will deal with the following: descriptive and inferential statistical procedures; commonly used one- and two-sample tests; an introduction to analysis variance and corresponding research designs. (3 hours a week.)\n\n\n\n\n\n \n\n \n\n\n"},"library":"H5P.Text 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"66ac9075-0aab-4c20-98c0-2bf0a4f4f096"}],"header":"A Description of the Course and the Intent"},{"position":{"x":84.68428047682603,"y":86.36191363860378},"alwaysFullscreen":false,"content":[{"params":{"text":"
COURSE FORMAT<\/strong><\/h2>\n\n
The course is a fully on-line course, taking place over a period of twelve weeks. You are expected to be prepared to engage in all on-line learning activities, including sharing and discussing with others what you know, have read, and researched prior to planned on-line learning activities.<\/p>\n\n
Prior to the first class, two practice sessions (during WEEK 0 in the Tentative Schedule) will be held to ensure you have no technical problems logging in. You only need to log in for one of these sessions. These two days and times are:<\/p>\n\n
\n\t
Thursday, September 10, 2020 from 6:00 \u2013 7:00 pm EST<\/li>\n\t
Friday, September 11, 2020 from 6:00 \u2013 7:00 pm EST<\/li>\n<\/ul>\n\n
Please let your Instructor by email to identify which of these sessions you will be joining so as to ensure there are no other technical difficulties that might affect your ability to participate.<\/p>\n\n
The first class will be held synchronously, i.e., live and on-line, but will be determined in consultation with class. Specifically, this class will be held on Monday, September 14 from 6:00 \u2013 7:50 pm. Please make every effort to be there as it will be important for us to meet for an introduction to the course and to sort out any questions you might have about the class. A recording of the class will be made available for those unable to attend.<\/p>\n\n
Although this course is fully on-line and, for the most part, asynchronous, we still need some kind of structure to follow to ensure we are coordinated and complete the course together at the end. Every week, you will be expected to do some reading\u2014from the assigned text\u2014as noted in the Tentative Schedule, shown in a latter section of this syllabus. You will need to do your required reading prior to starting the planned learning activities in any given learning module. These learning activities, noted later in this syllabus, are described in more detail in the Guidelines for Assessment Tasks, in the course menu, and are reviewed for your benefit in each learning module.<\/p>\n"},"library":"H5P.Text 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"84d9f327-d857-4ac4-a263-c6e17aaf3d1e"}],"header":"How The Course Will Be Formatted"},{"position":{"x":17.64442384184158,"y":96.41234883679077},"alwaysFullscreen":false,"content":[{"params":{"text":"
COURSE MATERIALS<\/strong><\/h2>\n\n
You will need to acquire only one textbook, which you may purchase from any source, e.g., www.amazon.ca<\/a>, www.chapters.ca<\/a>. Although there are not many differences between different editions, you ought to acquire the 4th Edition, as noted here:<\/p>\n\n
Required Text: Caldwell, S. (2013). Statistics Unplugged<\/em>. (4th ed.) Wadsworth: Belmont, CA.<\/p>\n\n
From the back cover: Statistics Unplugged\u2026retains the goal\u2026to help students overcome their apprehension of statistics. Caldwell does this by emphasizing the logic behind statistical analysis, and by helping students gain an intuitive understanding of statistics rather than focusing solely on formulas and equations. Brief and affordable, Statistics Unplugged\u2026helps them to understand the relevance of statistics to their lives.<\/p>\n\n
You can acquire an electronic version of this text in the event that you think you might not be able to acquire this text in time to begin this course. Although you can buy different versions, the ebook is sufficient and can be acquired through https:\/\/www.nelsonbrain.com\/shop<\/a><\/p>\n\n
Last, although not required, you are strongly recommended to obtain a copy of the American Psychological Association\u2019s 6th edition of Publication Manual of the American Psychological Association. In addition to plenty of advice on how to write proper academic papers, you will find substantial sections on the formatting and representing of statistical information (like summary tables, statistical results, graphs, etc.)<\/p>\n\n
Recommended Text: American Psychological Association (2010). Publication Manual of the American Psychological Association (6th ed.). Washington, DC: Author.<\/p>\n\n
It should be noted that the course website is your central \u201clearning hub\u201d where you also will find a number of supplemental learning materials. These materials are available through the Leddy Library Online Course Resource List System (\u201cLeganto\u201d), which can accessed by clicking the Supplemental Course Readings and Other Suggested Resources link in the course menu. From time to time, additional articles and videos may be uploaded and shared as supplemental materials on the course website in response to the emergent activities of the class and student interests. As you will see, other texts have already been added to the course resource list to enhance your learning on a number of relevant topics. Furthermore, you are also welcome to suggested other texts, articles, and web materials for the class and have them posted to the course website.<\/p>\n"},"library":"H5P.Text 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"5b405ade-4025-4c03-b30a-d4d3efae0a78"}],"header":"Materials You Will Need For the Course"},{"position":{"x":35.51276238383142,"y":96.39032076401935},"alwaysFullscreen":false,"content":[{"params":{"text":"
TECHNICAL REQUIREMENTS<\/strong><\/h2>\n\n
You ought to take some time to review and check your own technical equipment before beginning this course.<\/p>\n\n
First, you will want to ensure that your computer, whether a PC or a Mac, has the most up-to-date Operating System (OS). For this course, there are no special requirements for processor speed, computer memory, or hard drive space. A high-speed broadband (LAN, cable, or DSL) connection is highly recommended, although a wireless connection generally will do just fine. The key, here, is to have a reliable computer with reliable internet connection. Further, you must be comfortable using your own equipment, web browser, installed applications, and the BlackBoard system.<\/p>\n\n
Although you may be familiar with a number of different browsers, e.g. Internet Explorer, Safari, Firefox, and Chrome, some of these browsers are not compatible with Blackboard Collaborate. As you will see, the online BlackBoard tutorial recommends using Chrome as being the best browser to use.<\/p>\n\n
You should also have access to a set of speakers, a webcam, and a set of headphones with a microphone attached. You also will certainly require access to a word processing platform, e.g., MSWord, and, where it might prove useful to you, a spreadsheet application, e.g., Excel.<\/p>\n\n
Finally, it is possible for you to access and interact with most course elements\u2014readings, multimedia, email and discussions\u2014through tablets and smartphones. Although tablets, smartphones, and other mobile devices may allow you to complete some coursework, such devices are not guaranteed to work all the time. As such, you are urged to use a PC- or Mac-based desktop computer or laptop to complete coursework. <\/p>\n"},"library":"H5P.Text 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"97c98803-89f7-4291-b149-4513a32062de"}],"header":"Technological Needs to Connect with the Course"},{"position":{"x":51.903268414829625,"y":96.2263801805004},"alwaysFullscreen":false,"content":[{"params":{"text":"
LEARNING HOURS AND LEARNING EXPERIENCES<\/strong><\/h2>\n\n
For many, if not most, graduate-level courses, one can usually count on spending approximately 10\u201312 hours each week to learn the material and complete that week\u2019s learning and assessment tasks, although the actual amount of time may vary depending on one\u2019s approach to learning.<\/p>\n\n
Yes, this is an on-line course, but the important thing, here, is that what you learn on-line should be no different than if we were meeting face-to-face even though the process of learning will likely be different. All the same, regardless of mode of instruction, the Learning Outcomes are the same.<\/p>\n\n
This doesn\u2019t change the fact that I believe it is important to create an open, inclusive, and challenging learning environment for all. I also expect that you will participate and interact with each other, treating each other respectfully and professionally at all times. This means being prepared for, and ready to participate in, your on-line learning activities, where appropriate or otherwise required. It also means that you engage deeply in your own learning and help others, where and when you are able, in their learning throughout this process.<\/p>\n\n
You can expect to have different opportunities to interact with your course instructor over the term. And, although direct contact with your classmates will likely be minimal, there will be times where you will be able to interact with them in the Discussion Boards and, possibly, elsewhere. You are likely to find other ways to engage in discussions and various on-line activities with some classmates, offering you other occasions to learn from and with one another; you will also find short recorded instructional lectures and reviews, group discussions, other on-line learning activities, and analyses of research articles. You are welcome to use the course website tools to engage with others, if you wish and are able to do so. I am also available to meet with you privately during office hours or as required, in person or on-line. <\/p>\n"},"library":"H5P.Text 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"d6ce9c8a-2471-4d97-ac3d-6bf9548206c9"}],"header":"Time Commitment and Kinds of Learning Experiences"},{"position":{"x":67.89072921555737,"y":96.10972837374861},"alwaysFullscreen":false,"content":[{"params":{"text":"
ASSESSMENT AND EVALUATION OF COURSE WORK<\/strong><\/h2>\n\n
Generally speaking, assessment and assessment tasks serve to assist us both in your own learning and to link the learning outcomes with the learning activities. Participation, although generally expected, will not count as part of your final grade\u2014in fact, you should review the Learning Outcomes for what you will be expected to demonstrate. Unlike many other graduate courses in the Faculty, there will be a mid-term examination for this course. The course will be rounded out with two different assignments where you will analyze an appropriate research article as a way to help you develop and enhance your statistical literacy.<\/p>\n\n
The following learning assessment tasks will be elaborated upon in a set of dedicated assessment handouts posted on the course website through the Notes and Guidelines for Assessment Tasks link.<\/p>\n\n
\n\t
Weekly Concept Mapping Exercises (20%)<\/li>\n\t
Weekly Statistical Inquiries (20%)<\/li>\n\t
Weekly Problem Sets (20%)<\/li>\n\t
Data Diary: Part 1 (10%)<\/li>\n\t
Data Diary: Part 2 (15%)<\/li>\n\t
Statistics in Quantitative Research: Annotating a Research Article (5%)<\/li>\n\t
Statistics in Quantitative Research: Analyzing a Research Article (10%)<\/li>\n<\/ol>\n"},"library":"H5P.Text 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"a8e30729-4d8b-4977-a6ff-c9a21bcbee93"}],"header":"How Your Learning Will You Be Assessed"},{"position":{"x":84.81862888691619,"y":96.13494289729829},"alwaysFullscreen":false,"content":[{"params":{"text":"
BALANCING EXPECTATIONS AND RESPONSIBILTIES<\/strong><\/h2>\n\n
It is important to be as clear as possible about our expectations of, and responsibilities to, each other. Knowing so in advance helps to ensure that your own learning and experiences are not negatively impacted. Some of these may seem obvious to you, but they still are worth mentioning. We are all members of this on-line class, although you and I have somewhat different roles, but these expectations and responsibilities apply to all of us as members of the same class who have come here to learn.<\/p>\n\n
Attendance<\/strong><\/h3>\n\n
For a fully on-line course, attendance might seem like an odd topic to address. But, we will have at least one scheduled synchronous on-line meeting; please make every effort to show up to these particular sessions on time. This will mean being at your computer, laptop, or device prior to the sessions and logging on in advance to ensure you have no issues. Of course, if anyone logs on late, the class is interrupted and sends a message of disrespect, although technological issues might affect your ability to log into your sessions. Whether for a scheduled whole group session or a planned small group learning activity, if you know or feel you are going to be late, please be courteous enough to let your instructor or group members know in advance with an e-mail. And, similarly, if I will not be available for some reason, I will endeavour to inform the class as soon as possible by posting a notice on the course website and\/or email.<\/p>\n\n
Preparing for On-Line Learning Activities<\/strong><\/h3>\n\n
For the most part, being prepared for your on-line learning activities means having completed readings for the week in question. It is hard to have an informed, productive, intelligent conversation or learning activity if people don\u2019t do their readings. It should be understood that everyone\u2019s participation is required to learn with, from, and about each other. As you prepare for these on-line learning activities, you may find that you have questions: check in with your group mates or feel free to post your questions or comments on-line. And, further, feel free to post any other materials in the threaded discussion fora if you think members of the class would benefit from having access to them.<\/p>\n\n
How to Treat Others<\/strong><\/h3>\n\n
It is reasonable to expect that there will be some degree of difference in what people believe and sometimes beliefs should be challenged and critiqued, although not in a disrespectful manner. When people do not feel respected or encouraged to contribute, feelings of disrespect, silencing, and fear of ridicule may arise. As such, it is useful to think about how one might experience being in another person\u2019s position when disagreement or questioning arise. Understanding another\u2019s point of view and why she or he might believe such a thing has this way of helping us to see, appreciate, and encourage different points of view. All of this works well when we engage in active listening and ask questions when something becomes unclear. This, of course, requires that we pay attention to each other; otherwise, we can miss out. And, of course, in the world of on-line learning, treating others well is all the more important, especially where so many of the usual communication cues are diminished or otherwise absent.<\/p>\n\n
Commitment to Learning and Improvement<\/strong><\/h3>\n\n
Not only should you be committed to your own learning, but so am I. Feedback is important for all as a means to doing better. As such, you should share constructive feedback with your instructor about the course and the instruction whenever you feel the need to do so, although you will be asked to offer constructive feedback about your experiences throughout the course in different ways. Sharing your concerns allows us to make any reasonable changes or address any problems that may have arisen. As for your own commitment to your own learning, you must also be responsible for your own learning and ensuring that you are not preventing others from learning. Of course, your instructor is here to help you learn, although this is probably a quality everyone should endeavour to carry out. Finally, as is expected here at the University of Windsor, the University\u2019s Student Evaluation of Teaching (SET) survey will be done on-line during the last two weeks of the course, providing the Instructor with any important feedback to help make improvements for next time the course may be offered.<\/p>\n\n
Academic Conduct<\/strong><\/h3>\n\n
It is the policy of the university that instructors mark only original assignments, i.e., not copies. Candidates are encouraged to keep a copy of each piece of work submitted just in case an assignment goes astray. Due Dates Assignments should be uploaded, when required, to the course site, as noted in each of the dedicated assessment handouts and the Tentative Course Schedule. Consistent with University policy on evaluated assignments, acceptable documentation, e.g., medical confirmation, a certificate of bereavement, etc., is required if a quiz, an exam, or a due date is missed. Upon presentation of such documentation, a mutually acceptable alternative will be negotiated. Lack of documentation will result in a grade of zero\u2013without exception. When unexpected circumstances arise, as they sometimes do, please speak with the instructor regarding an extension prior to the due date.<\/p>\n\n
Students Requiring Accommodations<\/strong><\/h3>\n\n
It is the university\u2019s policy to support students who have identified learning needs, and there are many support services available to students with academic needs at the University of Windsor. Students with special needs who require reasonable accommodations are encouraged to contact the Student Accessibility Services Office (sas@uwindsor.ca<\/a>) early to complete all necessary forms.<\/p>\n\n
Plagarism<\/strong><\/h3>\n\n
Plagiarism is defined as: \"The act of appropriating the literary composition of another, or parts of passages of his or her writing, or the ideas or language of the same, and passing them off as the products of one's own mind.\" (Black's Law Dictionary)<\/p>\n\n
It is expected that all students will be evaluated and graded on their individual merit, where all work submitted for evaluation is the student's own. Of course, students often use or draw upon the ideas of others as expressed in written or published work in preparing essays, papers, reports, theses, and publications. It is imperative that both the data and ideas obtained from all published or unpublished material be properly acknowledged and their sources disclosed. Failure to follow this practice constitutes plagiarism and is considered to be a serious offense. Thus, anyone who knowingly or recklessly uses the work of another person and creates an impression that it is his or her own has committed an act of plagiarism. Plagiarism also includes submitting one's own essay, paper, or thesis on more than one occasion. Accordingly, it is expected that a thesis, essay, paper or a report has not been and is not concurrently being submitted for credit for any other course. A confirmed incident of plagiarism will result in a sanction ranging from a verbal warning, to a loss of credit in the course, to expulsion. <\/p>\n"},"library":"H5P.Text 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"241e5280-eba6-42c0-b84b-f63b6c9d66b7"}],"header":"Expectations and Responsibilities"}],"hotspotNumberLabel":"Hotspot #num","closeButtonLabel":"Close","backgroundImageAltText":"This is a graphical version of htis course's course outline. One might think of it as an infographic with hot spots for further course information that is also presented in the course website.","image":{"path":"images\/image-5f9ad5b2c33b1.png","mime":"image\/png","copyright":{"license":"U"},"width":800,"height":1131}}