{"id":350,"date":"2020-08-21T12:35:14","date_gmt":"2020-08-21T00:35:14","guid":{"rendered":"https:\/\/teaching.statistics-is-awesome.org\/go-big-or-go-home\/?p=350"},"modified":"2020-08-21T12:35:14","modified_gmt":"2020-08-21T00:35:14","slug":"zoomifying-a-face-to-face-activity","status":"publish","type":"post","link":"https:\/\/teaching.statistics-is-awesome.org\/go-big-or-go-home\/zoomifying-a-face-to-face-activity\/","title":{"rendered":"ZOOMifying a face-to-face activity"},"content":{"rendered":"\n<p>When I made the move to online teaching earlier this year because of COVID-19, one of the only things I was <em>actually<\/em> prepared for was including interactivity in my online synchronous lectures (AKA &#8220;live lectures&#8221;). Teaching 300+ students intro stats students in face-to-face lectures meant that I had already developed strategies to connect with students in a large space with large physical distances between me and my students. To engage students I&#8217;ve been developing a bunch of Google sheet-based apps, which I&#8217;ll talk about how to create in my next post on this blog.<\/p>\n\n\n\n<p>The activity I&#8217;ll focus on in this post is somewhat of a &#8220;classic&#8221; lesson: you know the one where you compare non-random sampling vs random sampling to demonstrate bias. Existing activities include the \u201cEighty circles\u201d activity in the&nbsp;<a href=\"http:\/\/www.amstat.org\/asa\/files\/pdfs\/GAISE\/GAISEPreK-12_Full.pdf\">GAISE report PRE-K-12<\/a>&nbsp;(Figure 22, p.&nbsp;53) and the &#8220;Gettysburg Address&#8221; activity from Beth Chance and Allan Rossman&#8217;s textbook <em>Investigating Statistical Concepts, Applications, and Methods<\/em> (pp. 172-189). <a href=\"https:\/\/www.statsmedic.com\/\">STATS MEDIC<\/a> (Luke Wilcox and Lindsey Gallas) have developed a very cool version of this activity which involves sampling words from song lyrics to explore the question <em><a href=\"http:\/\/statsmedic.com\/apstats-chapter4-day1\">Does Beyonc\u00e9 Write Her Own Lyrics?<\/a><\/em><\/p>\n\n\n\n<p>My &#8220;online&#8221; version also uses song lyrics\/word length as the context for sampling, using whatever song I like from the Top 40 charts the week I teach this activity! After telling students they need to select five words from the lyrics, I share the link to the app with them during the &#8220;live lecture&#8221;. Give the app a go below &#8211; take a &#8220;carefully selected&#8221; sample of five words (pretend like you don&#8217;t know how this activity goes!)<\/p>\n\n\n\n<iframe loading=\"lazy\" src=\"https:\/\/script.google.com\/macros\/s\/AKfycbz0E2MB3XUZDCjIvGskOanHVEN4FzuIHtUGoIiaKNVK8W5tUrNt\/exec\" frameborder=\"0\" width=\"100%\" height=\"500\">App 1 goes here unless your browser can not show iframes!<\/iframe>\n\n\n\n<p>Because the app is linked to a Google sheet, as soon as my students complete the task, I have access to their sample means and can show them how well they did.<\/p>\n\n\n\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"214\" src=\"https:\/\/teaching.statistics-is-awesome.org\/go-big-or-go-home\/wp-content\/uploads\/2020\/08\/data-1024x214.png\" alt=\"\" class=\"wp-image-357\" srcset=\"https:\/\/teaching.statistics-is-awesome.org\/go-big-or-go-home\/wp-content\/uploads\/2020\/08\/data-1024x214.png 1024w, https:\/\/teaching.statistics-is-awesome.org\/go-big-or-go-home\/wp-content\/uploads\/2020\/08\/data-300x63.png 300w, https:\/\/teaching.statistics-is-awesome.org\/go-big-or-go-home\/wp-content\/uploads\/2020\/08\/data-768x161.png 768w, https:\/\/teaching.statistics-is-awesome.org\/go-big-or-go-home\/wp-content\/uploads\/2020\/08\/data.png 1285w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><figcaption>A screenshot of the data collected, which also includes the order the words were selected.<\/figcaption><\/figure>\n\n\n\n<p>I do this by pre-publishing the Google sheet as a CSV, and creating a &#8220;data link&#8221; to <a href=\"https:\/\/lite.docker.stat.auckland.ac.nz\/\">iNZight Lite<\/a> (see <a href=\"https:\/\/www.youtube.com\/watch?v=xyrUpBfAJVQ\">this video<\/a> I made for the Auckland Maths Association about this process). Because I&#8217;m doing this live, after making a dot plot\/box plot of the sample means, I use a Chrome extension called <em>Web Paint<\/em> to annotate the plot with the mean length of <strong><em>all<\/em><\/strong> the words in the lyrics (3.8 characters).<\/p>\n\n\n\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"823\" src=\"https:\/\/teaching.statistics-is-awesome.org\/go-big-or-go-home\/wp-content\/uploads\/2020\/08\/careful-1024x823.png\" alt=\"\" class=\"wp-image-361\" srcset=\"https:\/\/teaching.statistics-is-awesome.org\/go-big-or-go-home\/wp-content\/uploads\/2020\/08\/careful-1024x823.png 1024w, https:\/\/teaching.statistics-is-awesome.org\/go-big-or-go-home\/wp-content\/uploads\/2020\/08\/careful-300x241.png 300w, https:\/\/teaching.statistics-is-awesome.org\/go-big-or-go-home\/wp-content\/uploads\/2020\/08\/careful-768x617.png 768w, https:\/\/teaching.statistics-is-awesome.org\/go-big-or-go-home\/wp-content\/uploads\/2020\/08\/careful.png 1150w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><figcaption>Something went a bit wrong, don&#8217;t you think?<\/figcaption><\/figure>\n\n\n\n<p>Round two is repeating the lyric sampling task, but using a random sampling method instead. To facilitate the process, I share a link with students to a very similar looking app, except this one does not allow you to choose your own words. Try it out below to select five words:<\/p>\n\n\n\n<iframe loading=\"lazy\" src=\"https:\/\/script.google.com\/macros\/s\/AKfycbz0E2MB3XUZDCjIvGskOanHVEN4FzuIHtUGoIiaKNVK8W5tUrNt\/exec?page=random\" frameborder=\"0\" width=\"100%\" height=\"500\">App 2 goes here unless your browser can not show iframes!<\/iframe>\n\n\n\n<p>This new data (the sample means) gets added to the same Google sheet, and now we can compare the two methods. <\/p>\n\n\n\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"801\" src=\"https:\/\/teaching.statistics-is-awesome.org\/go-big-or-go-home\/wp-content\/uploads\/2020\/08\/random-1024x801.png\" alt=\"\" class=\"wp-image-362\" srcset=\"https:\/\/teaching.statistics-is-awesome.org\/go-big-or-go-home\/wp-content\/uploads\/2020\/08\/random-1024x801.png 1024w, https:\/\/teaching.statistics-is-awesome.org\/go-big-or-go-home\/wp-content\/uploads\/2020\/08\/random-300x235.png 300w, https:\/\/teaching.statistics-is-awesome.org\/go-big-or-go-home\/wp-content\/uploads\/2020\/08\/random-768x601.png 768w, https:\/\/teaching.statistics-is-awesome.org\/go-big-or-go-home\/wp-content\/uploads\/2020\/08\/random.png 1145w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><figcaption>The mean of our sample means from random selection is pretty close to 3.8!<\/figcaption><\/figure>\n\n\n\n<p>I then ask students to write a short comment about what they have learned from the activity. Depending on the class\/vibe, this can be done in the chat box (which will show their names if they participate), through another app which supports anonymous comments, or in breakout rooms for group-based discussion. After reviewing some of the comments to check what I intended to be the learning outcome <em>actually happened<\/em>, I have a couple of slides ready to summarise the key ideas (which pretty much just reference the course notes).<\/p>\n\n\n\n<p>This &#8220;ZOOMifyed&#8221; example follows the same approach I would use in large face-to-face lectures: <\/p>\n\n\n\n<ol class=\"wp-block-list\"><li>Students interact with an app that collects data in a Google sheet.<\/li><li>The data is used straight away in the lecture, typically visualised using a web-based app (<a href=\"https:\/\/lite.docker.stat.auckland.ac.nz\/\">iNZight Lite<\/a> a <a href=\"https:\/\/shiny.rstudio.com\/\">Shiny app<\/a>).<\/li><li>Students have to discuss and write something about what we&#8217;ve learned from the activity.<\/li><li>I do some sort of &#8220;wrap up&#8221; of the key ideas, including filling in any gaps or clarifying any points that didn&#8217;t quite get covered in the comments\/discussion. <\/li><\/ol>\n\n\n\n<p>If you want to do something similar, but don&#8217;t know how to create a Google sheet-based app (yet &#8211; check back here in a couple of weeks!), then you could try these alternative approaches:<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Show the lyrics on your slides, ask students to pick five words, count the letters, calculate the mean, and submit their sample mean through a Google form. Make sure to add a question asking for the sample mean (use validation to ensure it&#8217;s a number) and another question asking for the sampling method (e.g. careful selection vs random selection).<\/li><li>You can then use the Google sheet attached to the Google form to visualise their sample means using the software tool of your choice. If you don&#8217;t want to publish the Google sheet as a CSV, you can download the sheet as a file type of your choice (e.g. CSV, XLSX etc.)<\/li><li>For the random selection of five words, you could create and share a Google sheet for students to make their own copy of, that has each word on its own row in the sheet. Students can then highlight the words and use the <em>Randomise range <\/em>function from the <em>Data<\/em> menu to shuffle up the words, and use the first five in the shuffled list as their random sample. <\/li><\/ul>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"aligncenter size-large is-resized\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/teaching.statistics-is-awesome.org\/go-big-or-go-home\/wp-content\/uploads\/2020\/08\/randomise-1.gif\" alt=\"\" class=\"wp-image-385\" width=\"376\" height=\"418\"\/><figcaption>Random sampling using a random permutation approach<\/figcaption><\/figure><\/div>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\"><p>Before &#8220;lockdown&#8221;, a question I was often asked by colleagues concerned about the amount of &#8220;on the fly&#8221; activities in my lectures was <em>What about students watching the recorded lecture? <\/em> I get the same question now, re-worded as <em>What about students who can&#8217;t attend the &#8220;live lecture&#8221;?<\/em>  For both learning situations (face-to-face vs online), my students have told me that they enjoy the fact the lectures are so interactive, even when they watching a recording of the lecture. I think a key part to this is that as much as possible, all of the interactivity is captured on the recording and often there are live &#8220;whoopsies&#8221; or interesting discoveries\/surprises. Even though a student who misses the lecture can&#8217;t take part in the &#8220;live&#8221; data collection activity, they seem to still appreciate the teaching approach of <em>learning through doing<\/em>.<\/p><\/blockquote>\n","protected":false},"excerpt":{"rendered":"<p>An example of transforming a face-to-face activity to an online synchronous activity.<\/p>\n","protected":false},"author":1,"featured_media":351,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[4],"tags":[],"class_list":["post-350","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-update"],"_links":{"self":[{"href":"https:\/\/teaching.statistics-is-awesome.org\/go-big-or-go-home\/wp-json\/wp\/v2\/posts\/350","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/teaching.statistics-is-awesome.org\/go-big-or-go-home\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/teaching.statistics-is-awesome.org\/go-big-or-go-home\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/teaching.statistics-is-awesome.org\/go-big-or-go-home\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/teaching.statistics-is-awesome.org\/go-big-or-go-home\/wp-json\/wp\/v2\/comments?post=350"}],"version-history":[{"count":33,"href":"https:\/\/teaching.statistics-is-awesome.org\/go-big-or-go-home\/wp-json\/wp\/v2\/posts\/350\/revisions"}],"predecessor-version":[{"id":390,"href":"https:\/\/teaching.statistics-is-awesome.org\/go-big-or-go-home\/wp-json\/wp\/v2\/posts\/350\/revisions\/390"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/teaching.statistics-is-awesome.org\/go-big-or-go-home\/wp-json\/wp\/v2\/media\/351"}],"wp:attachment":[{"href":"https:\/\/teaching.statistics-is-awesome.org\/go-big-or-go-home\/wp-json\/wp\/v2\/media?parent=350"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/teaching.statistics-is-awesome.org\/go-big-or-go-home\/wp-json\/wp\/v2\/categories?post=350"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/teaching.statistics-is-awesome.org\/go-big-or-go-home\/wp-json\/wp\/v2\/tags?post=350"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}