1. Adopting An Experiential And Problem-Based Philosophy In Teaching Business Statistics Jennifer J. Edmonds, PhD Associate Professor, Statistics & Operations Management Wilkes University Wilkes-Barre, Pennsylvania The ‘New’ Learner Learning with Technology Experiential Learning Problem-Based Learning Promoting Student Learning …Pedagogy? http://web.wilkes.edu/jennifer.edmonds/

2. Outline Jennifer J. Edmonds, PhD PHILOSOPHY INSTRUCTOR ASSIGNMENTS STUDENT OUTCOMES Experiential Learning Problem-Based Learning Learning with Technology The New Learner Promoting Student Learning Research on Teaching Statistics MY Teaching Philosophy

4. Career internship

5. Community study or service learning

6. Community service (volunteering)

7. Interactive games

8. Practical experience

9. Concern for fellow humans

10. Effective team dynamics

11.  Self motivation (initiative)

12.  Psychological growth

13.  Moral reasoning

14. Changes in judgment, feelings or skills though living(Estes, 2004) (Conrad & Heden, 1981) (Govekar & Rishi, 2007) (Chickering, 1976) (Moore, 1998)

16. Relevant & meaningful

17. Open-ended (ambiguous )

18. Collaborative investigations

19. Greater understanding

20. Deeper learning

21. Accountability

22.  Research skills(Bell, 2010) (Moreno, 2004) (Dochy et. al., 2003) (Gultekin, 2006) (Hmelo-Silver et. al., 2007)

23. The Opposition Jennifer J. Edmonds, PhD Discovery-based learning Experiential Learning Problem-Based Learning …Cognitive Concerns …to Discovery-based Learning Working memory challenges if not rehearsed Cognitive inventory = 7 items ( 2) Cognitive inventory = 4 items ( 1) Heavy working memory load = no learning Minimal guidance + cognitive activity Construction of useful knowledge Novice learners need directed instructional guidance Discovery learning only works if prerequisite knowledge Pure discovery + minimal feedback = frustration Documented success of the ‘worked example’ method (Peterson & Peterson, 1959) (Miller, 1956) (Cowan, 2001) (B&C, 1994) (Cooper & Sweller, 1987) (Mayer, 2004)

25. Blog maintenance

26. Peer critiques

27. Role-playing virtual games

28. Engaged in learning

29. Peer assessments on collaborative skills

30. Peer sharing

31. Peer collaboration(Pearlman, 2010) (Li, 2003) (Sancho, et. al. 2009) (Merrill, 2008)

33.  diversity of student body

34.  registered learning disabilities

35.  adult learners

36.  tardiness

37. Fewer hours spent studying

38. ~85% study using Internet

39. Social networkers

40. Bloggers, Internet researchers

41. Peer evaluations

43.  importance on community leadership

44. ~ half of undergraduate business students work more than 20 hours per week(Frear & Edmonds, 2011)

46. A variety of activities

47. Peer assessments

48.  learning

49. Active participation

50. Can select desired performance target(Merrill, 2002)

52. Intentional delayed enrollment (procrastination)

53. “pace too fast”

54. “exams too difficult”

55. Students see no connection to daily (or professional) life

56. anxiety if  pre-college math grades

57. Mentor, guide, facilitator…but directed

58. Fosters active learning

59. Incorporate more data, fewer recipes

60. Incorporate more technology

62. Community service project

63. Consulting projects for student clubs

64. Data driven research projects(Moore, 1997) (Root & Thorme, 2001)

66. Present concepts using a 3- or 4- item framework

67. PowerPoint + Whiteboard + Excel (LWT)

71. Short quizzes (SCL)

74.  class sizes

75. Less material covered overall

76.  Self motivation (initiative) (EL)

78. Engaged in learning

79. Peer sharing & collaboration (LWT)

80. Ability to work on own or in groups