STATISTICS LEARNING ENVIRONMENT FOR STUDENTS THROUGH
JAPANESE CENSUSATSCHOOL PROJECT
AOYAMA, Kazuhiro1; WATANABE, Michiko2; TAMURA,Yoshiyasu3
1
Aichi University of Education, Japan
2
Keio University, Japan,
3
The Institute of Statistical Mathematics, Japan
Since the Curriculum revision in 2008 and 2009, statistics education in Japan is improving gradually.
Number of teachers who have concerned with statistics education, develop and try new lessons has
been increased. But the usage of software in statistics lessons is very limited. Many teachers teach
statistics only with papers and pencils in traditional style. In this paper, obstacles for teachers in Japan
to teach statistics especially focused on software use are reported first. Second, we note needed
supports for them, 1) Statistical software (or function) accessible without install process, 2) GUI
which enable for teachers and students to analyze data intuitively, 3) Interesting dataset which can
enrich students’ data analysis activities and lessons. Finally, we report construction and new system of
Japanese CensusAtSchool website to match those demands.
SIMULATING THE DATA INVESTIGATIVE CYCLE IN LESS THAN TWO HOURS: USING A
VIRTUAL HUMAN POPULATION, CLOUD COLLABORATION AND A STATISTICAL
PACKAGE TO ENGAGE STUDENTS IN A QUANTITATIVE RESEARCH METHODS COURSE
BAGLIN, James1; REECE, John 2 and BULMER, Michael 3
1
School of Mathematical and Geospatial Sciences, RMIT University, Melbourne, Australia
Discipline of Psychology, School of Health Sciences, RMIT University, Melbourne, Australia
3
School of Mathematics and Physics, University of Queensland, Brisbane, Australia
2
Providing practical and relevant experience with the data investigative process is known to help
engage students in quantitative research methods courses; however, limited student experience, time
constraints, and ethical concerns present serious challenges to this goal. Recent advances in
technology may provide innovative solutions. This paper reports on the development and
implementation of a series of two-hour weekly computer laboratories that simulated the data
investigative cycle in a research methods course for psychology students. The technologies included
an online virtual human world, known as the Island, cloud collaboration technology and a statistical
package. Each laboratory session aimed to engage students in all stages of the data investigative cycle,
specifically: stating a problem, planning a study, gathering and analysing data and drawing
conclusions. Student feedback from the sessions was overwhelming positive, which highlights the
potential of combining innovative technologies to actively engage students in learning research
methods and statistic.
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Macao, August 2013
STATISTICAL TRAINING FOR RUSSIAN-SPEAKING COUNTRIES: COMBINATION OF
INTERNATIONAL QUALITY AND AVAILABILITY
BELKINDAS, M1 , OLENSKI, J.2 PONOMARENKO, A3
1
Co-founder & Managing Director, Open Data Watch, Fellow at Center for Economic and Social
Research (CASE); 2Lazarski University, Warsaw, Poland, 3International Institute for Statistical
Training, Higher School of Economics, Moscow, Russia
There is a strong demand for well-trained staff among national statistical offices of former USSR
countries. Before the USSR collapse, most of statisticians were educated in Moscow. Currently, there
is a lack of own training facilities in most of post-USSR countries, so the staff training is a very
significant problem.
Language is another problem, because most of international training courses are conducted in English,
but English speakers are still rare among local statisticians. At the same time, average share of
Russian speakers in NSOs of all countries of region is about 96%.
A special training center (International Institute for Training in Statistics - MISO) was established in
Moscow in the year of 2011. Currently it provides the random set of short courses on different
statistical topics in Russian in cooperation with international partners. But this is only the first step.
NSOs are interested in well prepared systematically educated managers in official statistics and highlevel experts/methodologists. Thus, the next step should be the development of a Master in Official
Statistics Program (MOS). This paper describes the concept of this MOS program.
STUDENTS’ EXPERIENCE OF BECOMING A STATISTICAL CONSULTANT
BILGIN Ayse and PETOCZ Peter
Department of Statistics
Macquarie University
Australia
Developments in computer software have made it easier to carry out statistical procedures, leading to
a widespread use of statistical outputs in many fields. However, the need for statisticians, and
statistical consultants in particular, has also increased, since the numbers and graphs that can be easily
obtained from packages need to be interpreted into meaningful information. We can help statistics
students to develop the required professionalism by giving them opportunities to work as statistical
consultants while they are still studying: we were able to do just this in two recent offerings of a finalyear ‘capstone’ unit of study. As part of their summative assessment, students wrote reflections on the
process of applying their previous learning to a range of research and consulting problems. In this
paper, we use these reflections to discuss students’ experience of becoming (and being) a statistical
consultant.
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E-LEARNING OR BLENDED LEARNING –
ENRICHING STATISTICS FOR BUSINESS STUDENTS
BOROVCNIK, Manfred
Institute of Statistics, Alps-Adria
University of Klagenfurt, Austria
There has been much interest within the scientific community to use the potential of new technologies
for teaching since they have become widely available. More recently, Massive Open Online Courses
have attracted public attention. Will this kind of teaching be more suited to our students who have
grown-up in technological environments? Big e-learning projects have been publicly funded to
establish an environment that can be used across universities. What has emerged out of such
endeavours and what are vital issues for their success or failure? The specific situation for learners
within an e-learning setting will be analysed in the light of two “events”: First, the general discussion
of the impact of technology on teaching at the ISI congress in Lisboa in 2007, and second, a series of
papers on blended learning courses in the International Statistical Review, which has been published
in the same year. Our long-term experience with a blended learning course on introductory statistics
for business students will serve as background to respond to key questions for the success of elearning. As an interactive exchange of feedback between students and staff has proved to be essential
in the evaluation of our course, this paper gives support for blended learning enrichment of courses to
assist the students in their learning process.
INTERACTIVE CONTENT AND DYNAMIC PUBLISHING – A VITAL PART OF AN
NSO’S OUTPUT AND COMMUNICATION STRATEGY
BOROWIK, Jenine; BRANSON, Merry and WATSON, Debbie
Australian Bureau of Statistics
Canberra, Australia
The ability to critically evaluate quantitative research outcomes is an essential skill for effective
decision-making, particularly in the health and behavioral sciences, where the focus is on evidencebased practice and clinical judgment. Introductory college-level statistics courses can serve as a
vehicle for engendering these competencies. In this regard, the first course in statistics has been
targeted for reform, aimed at building a meaningful foundation for statistical thinking. There is a
consensus among educators that the goal of the introductory statistics course should be to foster
statistical literacy by emphasizing concepts and applications rather than mathematical procedures and
computations; an instructional method that embodies active-learning. Underpinning this pedagogical
approach is the constructivist philosophy which regards context knowledge as central to meaningful
and appropriate analysis, interpretation and use of data. This paper presents a model for
conceptualizing an introductory statistics course to foster evidence-based practice (EBP). It depicts a
unifying and holistic view of statistics, and posits that meaningful evidence results from the
interaction of statistical methods with the data context, which refers to the research design, the
underlying theory, and the practice domain.
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STATISTICAL EDUCATION STANDARDS AND THE ROLE OF TECHNOLOGY
CAO, Jian1; KRAFT, Volker2 and STEPHENS, Mia3
1
SAS Institute Inc., USA
SAS Institute GmbH, Germany,
3
SAS Institute Inc., USA
2
This talk discusses the emerging importance of standards for statistics education. The US Common
Core Standards and GAISE recommendations provide guidelines on statistics education at the K-12
and post-secondary level. A common thread is the effective use of technology.
The technology of choice must be easy to use, visual, interactive and dynamic. In addition, it must
allow students to explore abstract concepts and what-if scenarios through interactive simulations, and
allow application of statistical concepts to real world problems and scenarios. An example of this
would be a visual and interactive method of teaching resampling methods, a topic that is often thought
to be abstract and challenging to teach in introductory classes.
Several examples will be explored and best practices will be discussed, using JMP statistical
discovery software from SAS.
ANALYSIS OF VARIANCE AND ITS APPLICATIONS IN MACAO EDUCATIONAL
RESEARCHES
CHAN, Jasmine Iok Ip,
South China Normal University
Guangzhou, China.
In 2012, Macau government approved and passed the “System Framework for Private School
Teaching Staff of Non-tertiary Education” in the legislative council. It is aimed at improving nontertiary teachers’ professionalism in terms of setting hierarchies and provides training continuously.
Teachers having a high level of research capacity can improve and solve education issues in Macau.
Education Statistics are one of the important methods in research capacity. To develop this idea,
therefore, my topic is “Analysis of variance and Its Applications in Macao Educational Researches”.
In this paper a series of statistical methods will be studied, namely, ANOVA, ANCOVA and
MANCOVA. They can be used to analyze multivariate data. Knowledge of these techniques will
enable researchers to investigate and answer a vast array of research questions. This paper will apply
also a real example in educational field in order to explain the manipulation of ANOVA, ANCOVA
and MANOVA for data analysis.
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PROMOTING STATISTICAL LITERACY AMONG STUDENTS
CHAN, Vivian Wing-yan
Census and Statistics Department
Hong Kong Special Administrative Region Government
Hong Kong, China
In this knowledge-based era, plenty of decisions which have a possible impact on people and the
environment are backed by statistical considerations. The Census and Statistics Department (C&SD),
as the central statistical office in Hong Kong, has been playing an active role in promoting proper and
effective application and interpretation of statistics among students, the future pillars of our society.
Over all these years, C&SD has been adopting a variety of means to reach out to students with a view
to equipping our future generation with the necessary statistical knowledge and skills in this
increasingly data-centric world. In particular, continuous efforts have been made to foster statistical
education, including : facilitating easy access of official statistics; organising talks and visits for
students; and collaborating with the local statistical community. This paper will discuss in detail how
C&SD promotes and enhances statistical literacy of students in Hong Kong.
BUILDING EXPERTISE IN MATHEMATICAL STATISTICS
WITHIN THE AUSTRALIAN BUREAU OF STATISTICS
THROUGH PARTNERSHIPS WITH ACADEMICS
CHIPPERFIELD, James O.1,2;TAM, Siu-Ming2 and SCHUBERT, Paul2
1
National Institute for Applied Statistics Research Australia,
University of Wollongong
2
Australian Bureau of Statistics, Canberra, Australia
Australian Bureau of Statistics recognises the critical importance that its statistical products and
services are underpinned by defensive statistical methodology. To this end, the Australian
Bureau of Statistics has developed strong partnerships with academics and universities in order to
assist with the recruitment of graduates and their development into research leaders in
mathematical statisticians. This paper describes the details of the partnerships since 2004 and
some of the important benefits.
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STATISTICS EDUCATION AND HUMAN RIGHTS MONITORING
ENGEL, Joachim
University of Education Ludwigsburg
Germany
Knowledge and skills to reason adequately with data are an important prerequisite for the
functioning of democracy in our mass societies. Active democrats need skills in reading statistics
and charts as well as in interpreting and critically evaluating data. The question of whether
women are disadvantaged in academic careers, worker’s demands for wage increases justified or
access to higher education too strongly determined by the socio-economic background – by and
large, it has to be judged on a quantitative level, if a society keeps up to the promises of equity
and fairness to all, because individual cases often are heavily interwoven with many special
features that can be cited as an explanation for alleged discrimination. In matters of economic,
social and cultural human rights it is trends in mass phenomena that may contradict the purposes
and requirements of an open society. To assess these trends requires statistical knowledge.
Furthermore, in assessing whether physical human rights are violated by governments, statistical
expert judgment plays a very important role. The paper outlines the importance of statistical skills
for active citizenship and the need to educate each citizen accordingly. Examples for including
human rights issues in teaching introductory college classes in data sciences are presented and
discussed and cover issues of estimating the number of unreported cases and investigating
possible economic discrimination.
INTEGRATING STATISTICS: DOING RESEARCH IN UNDERGRADUATE STUDIES
FERRÃO, Maria Eugénia
University of Beira Interior, Covilhã
Portugal and CEMAPRE
Lisbon, Portugal
The paper describes the project Mathematics and Statistics for the Development of Professional
Skills. Motivation and integration are keywords of teaching statistics to students who are not primarily
interested in statistics. The motivation is based on illustrative problems, questions or examples of the
field and real life that can be solved, answered or better understood with the study of the respective
statistical content(s). Recently published scientific papers are used as didactic material. In general, the
integration occurs throughout the following steps: explaining abstract statistical concepts and
methods; applying concepts and methods to the example given as motivation; doing tutorial data
analyses with statistical software; replicating data analyses and solving research problems with real
data. The pedagogic methodology is based on the mixed uses of lectures and student centered
activities. The didactic method exposed allows students an early practice of scientific activities.
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STATISTICS EDUCATION IN NEW ZEALAND, AND ITS INFLUENCE ON THE IASE
FORBES, Sharleen
Victoria University of Wellington
Wellington, New Zealand
For some time, New Zealand has been leading the world in terms of the focus and scope of its
statistics curriculum in schools. The curriculum is characterised by its data handling, and in more
recent years, data visualisation approach. In 2013 bootstrapping and randomisation will be added to
the curriculum achievement objectives for the senior secondary school (Ministry of Education, 2012).
This paper gives an historical perspective of the people and groups that have influenced the
development of the New Zealand curriculum and outlines the influence and impact of some of these
New Zealanders, such as Professors David Vere-Jones and Chris Wild together with Maxine
Pfannkuch and John Harraway, on the International Association for Statistical Education (IASE). The
roles of both the IASE and the local professional statisticians’ association, the New Zealand Statistical
Association (NZSA), are discussed together with the possible long-term impact of new statistical
literacy based school curriculum in New Zealand on tertiary statistics teaching.
INCREASING STATISTICAL LITERACY THROUGH COOPERATION BETWEEN
NATIONAL STATISTICS OFFICES AND UNIVERSITIES; A NEW ZEALAND
EXPERIENCE
HARRAWAY, John, A.1 and FORBES, Sharleen2
1
Department of Mathematics and Statistics
University of Otago, Dunedin, New Zealand
President International Association for Statistical Education (IASE)
2
Victoria University of Wellington, Wellington, New Zealand
Statistics New Zealand took a lead developing training in Official Statistics in New Zealand by
appointing a Senior Manager with a role in official statistics education as an Adjunct Professor of
Official Statistics in the School of Government at Victoria University of Wellington. A Network of
Academics in Official Statistics (NAOS) comprising representatives of all New Zealand universities
and the Public Service was then established to explore future cooperation with universities. In early
developments Statistics New Zealand provided synthetic unit record files and confidentialized unit
record files for university use, provided work placements for postgraduate students and supported the
CensusAtSchool project based at Auckland University. The next project established a National
Certificate in Official Statistics for middle managers in the Government Service who had had limited
statistics training yet were using statistics in their report writing. In 2011 a postgraduate course in
Official Statistics was designed using an advanced video-conferencing and interactive matrix grid
with teaching staff at remote locations spread around New Zealand at five universities. No New
Zealand University had a course with Official Statistics as focus or funding for such a specialised
course. This new course was built into the degree regulations at each university with approved course
codes for each institution. Course content, assessment, student numbers and student performance over
2011 to 2013 will be described. The course has introduced statistics and business majors to the subject
of Official Statistics with the identification of potential careers and also provides school teachers who
enrol in the course with interesting data sets for classroom projects.
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TEACHING INTRODUCTORY STATISTICS FOR EVIDENCE-BASED PRACTICE:
INTEGRATION OF CONTEXT
HASSAD Rossi A.
School of Social & Behavioral Sciences
Mercy College, NY, USA
The ability to critically evaluate quantitative research outcomes is an essential skill for effective
decision-making, particularly in the health and behavioral sciences, where the focus is on evidencebased practice and clinical judgment. Introductory college-level statistics courses can serve as a
vehicle for engendering these competencies. In this regard, the first course in statistics has been
targeted for reform, aimed at building a meaningful foundation for statistical thinking. There is a
consensus among educators that the goal of the introductory statistics course should be to foster
statistical literacy by emphasizing concepts and applications rather than mathematical procedures and
computations; an instructional method that embodies active-learning. Underpinning this pedagogical
approach is the constructivist philosophy which regards context knowledge as central to meaningful
and appropriate analysis, interpretation and use of data. This paper presents a model for
conceptualizing an introductory statistics course to foster evidence-based practice (EBP). It depicts a
unifying and holistic view of statistics, and posits that meaningful evidence results from the
interaction of statistical methods with the data context, which refers to the research design, the
underlying theory, and the practice domain.
CHALLENGE FOR THE ISLP PROJECT: PROMOTION OF STATISTICAL LITERACY
AND USER SKILLS WORLDWIDE THROUGH A CO-OPERATION NETWORK
HELENIUS, Reija1, FORBES, Sharleen2 & CAMPOS, Pedro3
1
2
Statistics Finland
Victoria University of Wellington and Statistics New Zealand
3
University of Porto and Statistics Portugal
The International Statistical Literacy Project (ISLP) is a project initiated by the International
Association for Statistical Education (IASE), which is the education section of the International
Statistical Institute (ISI). The main objective of the ISLP is to contribute to promoting statistical
literacy across the world, among young people and adults, in all walks of life. To this end, the ISLP
has an annual action plan to promote its’ main activities. The ISLP also provides an ISLP webpage
including links to international resources and news in Statistical Literacy. The ISLP is supported by a
global co-operation network covering all continents. The entire activity is on voluntary basis. The cooperation network and the development of its activity are the core tasks for the project. The target is
competence sharing and learning from one another.
This presentation will focus on describing the avalanche-like development of the project over the past
20 years. At the beginning, the activity area for the ISLP covered promotion of statistical literacy
among young people. At the moment, the project is working on a strategy for advancing statistical
literacy also among other target groups, such as decision-makers, the media and ordinary people. This
presentation provides an overview of the history and present of the ISLP and also an outline for its
future challenges and visions.
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AN E-LEARNING COURSE FOR SOCIAL SURVEY AND DATA ANALYSIS IN RIKKYO
UNIVERSITY
KANAZAWA, Yusuke1, TANAKA Ushio1, MITA, Tomomi2, YAMAGUCHI, Kazunori3
1
Center for Statistics and Information, Rikkyo University, Japan
2
College of Sociology, Rikkyo University, Japan
3
College of Business, Rikkyo University, Japan
This paper introduces an e-learning course for principles and methods of social survey and data
analysis, which are for all students in Rikkyo University. The course consists of the following five
subjects; Introduction to the social survey, Social Survey Methodology, Introduction to the Statistics:
Descriptive Statistics, Introduction to the Statistics: Statistical Inferences, Introduction to Multivariate
Analysis. This course is designed mainly for students in arts departments and has three features in
teaching social survey and data analysis. First, the e-learning course covers topics such as data
collection to data analysis. Students can learn about all processes from data collection to data analysis
through the e-learning course. Second, learning materials in the e-learning course are based on
examples of real data analysis, rather than mathematical aspects. Learning materials explain concepts
and methods of social survey and statistics by analyzing real dataset such as the national census.
Moreover, this course contains many videos of talks of statistician from industry. Learning materials
in this course can stimulate students’ motivation to learn social survey and data analysis. Third, the elearning course has some devices to promote interaction between students and teachers. This course
set Bulletin Board System (BBS) to receive students’ questions on lectures. Using BBS, we can have
the same level of the question-and-answer session with students as the ordinary type of lecture.
Students in this course show the same degree of understandings in social survey and statistics as the
ordinary type of lecture. We compared the learning result of students in this course with that of
students in face-to-face classes by analyzing students’ test scores in final exam. The result shows that
there is no significant difference of correct answer rates between the e-learning course and face-toface classes.
ENABLING LEARNERS TO DISCOVER REAL STORIES IN OFFICIAL STATISTICS
WITH A NEW SYNTHETIC UNIT RECORD FILE OF THE NEW ZEALAND INCOME
SURVEY 2011
KEEGAN, Alan and TIDESWELL, Andrew
Statistics New Zealand, Wellington, New Zealand
Learners of statistics need datasets reflecting real life contexts. Unit record datasets held by National
Statistics Offices (NSOs) have interesting properties and contain stories that could engage learners.
However, NSOs have legal and ethical duties to protect unit records. Thus they cannot release them to
the public. To enable access to these stories, Statistics NZ has published Synthetic Unit Record Files
(SURFs) produced using several methods.
Rubin (1993) proposed synthetic data as a Statistical Disclosure Control (SDC) method. In a sampling
context, he suggested treating the unsampled units in the population as missing. Then the missing
values could be imputed using statistical models built on the survey data. These imputed units would
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comprise a synthetic dataset. Analysis of these data would create similar statistics to those from the
real unit records, but without releasing real data about individuals.
With a new SURF based on the New Zealand Income Survey 2011 (NZIS 2011), we enable learners
to access a new unit record dataset. Learners have an opportunity to discover and tell the stories about
their region or country that are in the actual sample dataset. Learners can experience for themselves
some of the interesting properties of an official statistics survey. They can experience:
•
analysis of categorical and numerical variables,
•
inference from samples, disaggregated by subsets of interest,
•
the reality of skewed and semi-continuous distributions,
•
usage of formal classifications, and
•
the relevance of official statistics.
We hope learners will welcome the value of official statistics, as contributors of data and consumers
of information from it.
THE USE OF A HIERARCHICAL CONSTRUCT TO INVESTIGATE STUDENTS’
LEARNING OF INFERENTIAL STATISTICS
KRISHNAN, Saras1 and IDRIS, Noraini2
1
Institute of Graduate Studies, Universiti Malaya, Kuala Lumpur, Malaysia,
2
Chancellory, Universiti Pendidikan Sultan Idris, Tanjong Malim,
Perak Darul Ridzuan,
Malaysia
At present, there is still a need for more research in the teaching and learning of inferential statistics
because of the limitedness of literature in this area of statistics education. Moreover, there is
continuing evidence of students’ partial or unsuccessful learning of many aspects of inferential
statistics. This is one of the concerns brought to attention in my postgraduate research whereby part of
my work involved the development of a hierarchical construct to identify the different levels of
students’ learning of inferential statistics. This paper particularly discusses the use of this hierarchical
construct to investigate the learning of inferential statistics among students.
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A DEVELOPMENT OF OBJET-ORIENTED DYNAMICALLY LINKED STATISTICAL
PACKAGE FOR 5-8 GRADERS
LEE, Jung Jin1; LEE, Tae Rim2; KANG, Gunseog1; KIM, Sungsoo2; PARK, Heon Jin3;
LEE, Yoon-Dong4 and SIM, Songyong5
1
2
Department of Statistics & Actuarial Science, Soongsil University
Department of Information Statistics, Korea National Open University
3
Department of Statistics, Inha University
4
Department of Management, Seogang University
5
Department of Statistics, Hallym University
Republic of Korea
Modern statistics is used in many fields, while many of those users face difficulties in understanding
statistical concepts. On the other hand, elementary school curriculum covers stem and leaf plot, pie
chart, charts for proportional data as well as descriptive statistics including the mean. We find that an
intuitive" statistical package focused on 5-8 graders for statistical education will help future statistics
users understand statistical concept at earlier stages of their lives.
This statistical software for young students will be used for training for school teacher in service
education. After that it will be used for 5-8 grade students class and promote to give stimulate the
interest for young statistician to learn data analysis. It will be a plan that mobile learning contents for
young students could be uses like hand held calculator will be developed next project.
ANOTHER BRICK IN THE WALL - IMPROVING STATISTICAL LITERACY IN
IRELAND
MacFEELY. Steve1 and MacCUIRC, Eoin2
1
Central Statistics Office, Ireland
2
Centre for Policy Studies,
University College Cork,
Ireland
In May, 2007 the Irish Central Statistics Office embarked on an Education Outreach Programme.
The programme is driven by the desire to increase the awareness and effective use of statistics in
Ireland. Educating CSO data customers is seen as a key driver in this goal. Since 2007, the CSO
has fostered key partnerships at a national and international level to develop and implement a
number of key projects. Seminar Series, Statistical Liaison groups, Oireachtas briefings,
CensusAtSchool, the John Hooper Medal For Statistics, the Professional Diploma in Official
Statistics for Policy Evaluation, the International Statistical Literacy Poster Competition and
YouTube video production, are some of the projects developed under the umbrella of the
Education Outreach Programme. This paper outlines the rationale behind the development and
implementation of the Irish Education Outreach Programme with illustrations drawn from the Irish
experience to date.
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STATISTICS EDUCATION INITIATIVES BY JAPANESE OFFICIAL STATISTICS
MAKITA, Naoki
National Statistics Center, Japan
Tokyo, Japan
This presentation overviews statistics education initiatives by Japanese official statistics such as a
Statistics Poster Competition. Statistics Bureau of Japan (SBJ) in collaboration with National
Statistics Center (NSTAC, an SBJ’s affiliate agency) and SINFONICA (a statistics association) play a
major role in the official statistical system of Japan as well as providing statistics educational
opportunities and resources. The Statistics Poster Competition has been conducted annually to raise
statistics awareness in general public and to improve statistical knowledge and graphical presentation
skill. More than twenty thousand works are applied nationwide to the Competition and the best works
are awarded by ministers and presidents of academic societies.
Statistics websites for kids offer various contents to get familiar with the world of statistics and
practical document sets for learning/teaching statistics. The peak season of the websites access is
summer vacation because statistics is one of the popular materials for writing an independent study as
vacation homework. Microdata of official statistics for academic research has been legally
institutionalized in Japan since 2009. To promote the usage of the microdata, NSTAC has formed
partnerships with academic institutes as user service representatives, and has organized workshops for
young researchers.
DEVELOPMENT OF SYNTHETIC MICRODATA FOR EDUCATIONAL USE IN JAPAN
MAKITA, Naoki1; ITO, Shinsuke2; HORIKAWA, Akiko1; GOTO, Takehiko1 and YAMAGUCHI,
Kozo1
1
National Statistics Center, Tokyo, Japan
Meikai University/ National Statistics Center, Meikai University, Chiba, Japan
2
Japan’s new Statistics Act, which has fully come into effect in April 2009, has established a new
framework that expands the usage of official statistics in higher education and academic research, i.e.
the provision of Anonymized microdata and tailor-made tabulations.
Based on this new legal framework, the National Statistics Center (NSTAC) operates a data archive
that provides Anonymized microdata and tailor-made tabulations based on data collected by
government offices and ministries. The NSTAC also cooperates with academic research organizations
to promote this service. The new law requires users to apply for permission in order to access
Anonymized microdata, which is somewhat burdensome. To facilitate an easier alternative, the
NSTAC has developed a type of microdata which can be accessed without going through an
application process. These data do not contain original microdata, which remain strictly protected by
the Statistics Act, but consist of Synthetic microdata.
This paper outlines the process for creating Synthetic microdata based on multi-dimensional tables
derived from original microdata, and compares the original microdata and the Synthetic microdata. In
order for the Synthetic microdata to achieve distributions that approximately replicate those of the
original microdata, a multivariate normal random number that replicates average, variance and covariance of the original microdata is used based on the assumption that records are normally- (or log-
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normally in the case of monetary amounts etc.) distributed within each cell of the multi-dimensional
tables. The resulting Synthetic microdata are available with simple registration and are particularly
suitable for educational use, such as graduate education in statistics.
VAMOS CONTAR: A COMMUNICATION CHANNEL BETWEEN IBGE AND BRAZILIAN
EDUCATORS
MIRANDA, Tatiana Barboza
and
Centro de Documentação e Disseminação da Informação (CDDI)
IBGE-Instituto Brasileiro de Geografia e Estatística
CDDI-Centro de Documentação e Disseminação da Informação
Brazil
Vamos Contar is an action of the Brazilian Institute of Geography and Statistics (IBGE), in
geographic and statistical education aimed at the school community. This project was launched in
2000 in order to strengthen the connection between the knowledge derived from the Census and the
exercise of citizenship. In its second edition, issued in 2010, teaching kits based on the Census were
distributed among 1,546,612 classes in 157,309 Brazilian schools.
Having been launched in 2012, the project remains active until today, hosted in the web page
http://vamoscontar.ibge.gov.br/, which is managed and updated by a team of education and
communication professionals. The page focuses on the teaching segment and makes available didactic
material to teachers of elementary and secondary levels who deal with students aged 4 to 17. The
content of the web site is quite varied: teacher's blog, activities, games, maps and audiovisual
resources.
The educational material basically refers to information obtained from several IBGE surveys and
studies with focus on the promotion of geographic and statistical literacy. IBGE’s undertaking in
education is intended to raise the effectiveness of its mission by preparing children and teenagers to
exercise citizenship through the knowledge of their reality.
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INTEGRATING THE USE OF OFFICIAL STATISTICS IN MAINSTREAM CURRICULA
THROUGH DATA VISUALISATION
NICHOLSON, James; RIDGWAY, Jim and McCUSKER, Sean
SMART Centre, Durham University
Durham, UK
There has been a great deal of concern in recent times about the capacity of social science students at
all levels to cope with the demands of quantitative methods in the curriculum. The Nuffield
Foundation funded a project Reasoning from Evidence to produce some data visualisations and
associated curriculum materials to support the teaching of social science at Advanced-level (ages 16–
19 in the UK), using data sets relevant to the Sociology curriculum but which have usefulness across
other subject areas also.
Social sciences deal routinely with contexts in which the population under consideration is not
homogenous. The data used is often presented in aggregated form which disguises the characteristics
of the subgroups – whether these are by ethnicity, age, socio-economic status, region or some other
categorisation. This paper will report on the development of materials using data in health and on the
UK public disorder of August 2011, which sit alongside educational performance data we have
previously reported on. We will report on a collaboration with the British Sociological Association’s
Teaching Group to make these materials a part of pupils’ experience of working with quantitative
methods, and on further development of data visualisations using the 2011 UK Census data.
SETTING UP A NETWORK OF WORKSHOPS TO EMPOWER IN-SERVICE TEACHERS,
SOUTH AFRICA
NORTH, Delia
University of KwaZulu-Natal
Durban, South Africa
The maths4stats project is one of Stats SA’s initiatives to encourage the development of mathematics
education, which in turn is important bedrock for statistics. The goal of the maths4stats project is to
improve the teaching of statistics so that school leavers in South Africa are statistically literate and
enter university with an awareness that Statistics is a discipline in it’s own right, with many, many
opportunities for study and employment. Stats SA has over the last five years run many maths4stats
workshops, initially presented by master trainers of the project, Prof. Delia North (academic leader of
Statistics, UKZN) and Mrs. Jackie Scheiber (Wits), who were also tasked to write the materials. A
specialized group of school mathematics teachers (maths4stats coordinators) were subsequently
trained and employed by Stats SA to coordinate statistics workshops for in-service mathematics
school teachers in the various provinces.
This initiative is currently running in all provinces, with the maths4stats provincial coordinators
(seated in Stats SA provincial offices) planning workshops through collaborations with DOE. There is
however no doubt that the pace is far too slow...the sheer magnitude of the number of teachers that
need training across South Africa is a very daunting task. This challenge, along with the opportunity
that it presents for universities to sell the power of statistics to teachers from their catchment area, has
lead to UKZN taking this initiative on board and launching a sustainable program to upgrade statistics
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skills of teachers in KZN through the maths4stats campaign. The main elements of the UKZN
maths4stats campaign are that it is a joint initiative between a university (UKZN), the Department of
Education (DOE) and the NSO (Stats SA). Classes are presented in a way that involves the whole
Statistics Department. It has been carefully planned so as not to be too time consuming for staff, in
order to promote a sustainable program that is presented annually. Prof. Delia North will give a talk
on the maths4stats Outreach project at UKZN and further discuss how the program has been
duplicated at other universities around the country.
ENTHUSING STUDENTS TOWARDS STATISTICAL LITERACY USING
TRANSFORMATIVE LEARNING PARADIGM:
IMPLEMENTATION AND APPRAISAL
OCAMPO, Shirlee; ARCILLA, Rechel; CO, Frumencio;: JUMANGIT, Ryan and DIOKNO, Felipe
Mathematics Department,
De La Salle University,
Philippines
Innovations in statistics education continuously arise in response to fast developing technologies and
changing requirements of globalizing society. Hence, there is a need to shift from traditional method
of teaching statistics to new paradigms. This paper presents the improvements implemented along
with its appraisal in teaching general education statistics courses using the traditional transmissive
pedagogy and then shifting to transformative learning paradigm. The transmissive pedagogy involves
merely lectures and paper-and-pen tests, while the transformative learning paradigm integrates
computer-based instructions, Web technologies, authentic assessment, problem-based learning,
collaborative inquiry, and use of real-life data. Results showed a significant improvement in
understanding statistics for both learning paradigms. However, the data did not provide evidence to
indicate differences in the amount of learning between the two paradigms. Classical and Bayesian
factor analyses both obtained seven non-intellective factors. The two paradigms differ significantly
on five factors indicating that students are enthused towards statistical literacy under the
transformative learning framework.
ON THE ROLE OF OFFICIAL STATISTICS IN BUSINESS STUDY PROGRAMMES
OGRAJENŠEK, Irena; BAVDAŽ, Mojca and PERVIZ Lejla
Faculty of Economics,
University of Ljubljana, Slovenia
In this paper we examine the role of official statistics in the framework of business study programmes.
Our BLUE-ETS survey targeted teachers from the European EQUIS-accredited business schools. We
tried to determine whether their schools deem quantitative literacy and statistics education as
important. We further aimed to find out whether or not they include official statistics into their study
programmes. If yes, we were interested in discovering where (subject area), how (mode of
implementation) and what are the predominant characteristics of teaching style in classes using
official statistics. Our research results have practical relevance for official statistics providers both
because they offer important insights into the habits and needs of an influential group of existing
users, and because official statistics providers can gain insights on how to contribute towards
improved statistical literacy of future business leaders.
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THE EFFECT OF USING “STANAVI” - WEB BASED LEARNING SYSTEM
ABOUT OFFICIAL STATISTICS
ONODERA, Tsuyoshi
Center for Statistics and Information, Rikkyo University, Tokyo, Japan
Through our study and work for supporting statistical education in Japanese universities, we produced
a web-based system to provide learning materials in official statistics to the students. This learning
system is called “Official Statistical Navigator ‘STANAVI’ ”. The STANAVI is a guide for all kinds
of the official statistics at Statistics Bureau, Ministry of Internal Affairs and Communication in Japan.
The contents include the statistical database, basic examinations, the explanation of each statistics and
so on. It is fixed now to be able to access also from the outside of our University.
This presentation will include the following contents;
1. Explanation of STANAVI.
2. Examples of practical use of STANAVI in a lecture for undergraduate students.
3. Verification of a learning effect by using STANAVI.
At the presentation, some details of STANAVI will be shown by actually operating, and the use
example in a lecture and students' reactions will be introduced. And then, it is mentioned that there is
a certain effect about both an understanding and interest for official statistics, from the results of the
tests of the group learned using STANAVI and the group learned without using STANAVI.
STATISTICAL LITERACY: BRINGING CONCEPTS TO LIFE IN OUR DIVERSE AND
EVER CHANGING USER COMMUNITIES - THE EXPERIENCE OF THE AUSTRALIAN
BUREAU OF STATISTICS
PALMER, Jonathan and LETHEBY, Robert
Australian Bureau of Statistics,
Canberra, Australia
Without an increase in the level of statistical literacy in our communities, no matter how effective
NSIs are in improving the range, relevance and accessibility of official statistics, the ability to add
value to the decision making process will be constrained. Building statistical literacy is the process by
which National Statistical Institutes (NSIs) empower governments and the wider community to access
and use data effectively for informed decision making. A challenge for all NSIs is how best to
achieve this when data users (and those who should be using data) are diverse in terms of their roles,
needs, abilities, and learning preferences? The relevance of statistics as a part of our everyday lives is
not always well understood. Coupled with this is the ever changing nature of how information can be
communicated, and the options available to NSIs to interact and engage with the wider community.
The means by which NSIs deliver statistical literacy content can be as important as the content itself.
The increasing range of mechanisms through which statistical literacy can be enhanced provides
opportunities for NSIs to be more relevant to those from whom, and about whom, we collect
information, and for those who need to be effective data custodians and data users. This paper looks
at recent initiatives by the Australian Bureau of Statistics (ABS), such as the Sports Stats program or
the creation of audio-visual resources, which expand upon the more traditional means of conveying
information (i.e. static printed information) to bring statistical literacy competencies to life across
some of our diverse user communities.
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HANDS-ON DATA ACTIVITIES IN THE CLASSROOM - ENTHUSING TEACHERS AND
STUDENTS
PAYNE, Bradley1 and DAWSON, Terry2
1
2
Conker Statistics, Norton, Oxfordshire, UK
MEI - Mathematics in Education and Industry, Trowbridge
Wiltshire, UK
Hands-on data activities in the classroom are often avoided by teachers of KS3 and KS4 mathematics
in the UK. In many cases where data handling skills are taught in the classroom, the activities used
involve data which is safe, predictable and the outcomes are limited to ensure the task of marking and
assessment is made easier. Such an approach reduces the opportunities to engage students to think for
themselves, including key decisions about the choice of data, data collection methods, and the process
of analysis and interpretation.
In developing hands-on data activities for Crea8te Maths (A Government funded project for Yorkshire
and Humberside to improve numeracy), we experienced activities that had a student led element
generally have more interesting outcomes, promote ownership, engagement, motivation within the
class, and encourage lateral thinking.
Anecdotal evidence of the benefits of our developed activities including 'Asking the Question',
'Stretchiness' and 'Classroom Olympics' are presented. Based on our experiences in activity
development and teaching in the classroom we explore the opportunities for hands-on activities in the
new Y12 curriculum involving solving real problems using data and mathematics.
STUDENTS’ EMERGING EXPRESSIONS OF UNCERTAINTY WHILE MAKING
INFORMAL STATISTICAL INFERENCES ABOUT DATA AND USING A DYNAMIC
STATISTICS SOFTWARE
PRODROMOU, Theodosia
University of New England, Australia
This research study investigates the development of middle school students’ emerging expressions of
uncertainty through observation of 14- to 15-year-olds, challenged in informal inferential reasoning.
This study focuses on students’ investigations when sampling from populations and using information
from the samples to draw conclusions about the parent populations. The results suggest that when the
students engaged in processes of drawing generalised conclusions from data, involving generalising
beyond data and using data as evidence of the generalisation, they developed probabilistic language to
articulate the degree of certainty embedded in the generalisation. As the students engaged in their
inquiries, they developed more sophisticated expressions of the probabilistic language. Attending to
students’ emerging articulations of uncertainty when making judgments about the underlying structure
of the data and observing patterns and trends in data, provides an opportunity to develop more
sophisticated understandings of the developmental process of students’ statistical inferential
reasoning.
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INTERACTIVE WIKI
PURANEN, Juha
University of Helsinki
Finland
Statistical Wikipedia is an excellent source for anyone who is searching information on statistical
terms or methods. Anyhow it is more like a book than educational material. To the student, who
wants to learn statistics, it can be hard to understand how a statistical method works, when to use it
and how to interpret the results. If Wikipedia is made for the student it can be hard to read for an
statistician who already knows a lot. At the University of Helsinki we had a small statistical
encyclopedia with interactive educational material. Methods, which we used in our material for to
help students to learn statistics, were: hierarchical text structure, online help, link between text and
picture, JavaScript videos, Flash simulations and demonstrations.
We wanted to make it public and hoped that other teachers would add their material and examples in
it (this was just a dream). The first step was to find a wiki-software, with similar features as we had in
our web pages. After several experiments our choice was DokuWiki. DokuWiki is flexible and users
can develop new extensions for their needs. We used PHP and with some programming it was
possible to get many of those features we had used on our web pages. I do believe that this kind of
solution and tablet PC can be very useful combination in teaching statistics.
EDUCATIONAL USES OF YOUTH STATISTICS FOR THE REVISED TERTIARY
GENERAL EDUCATION CURRICULUM IN THE PHILIPPINES
RESTON Enriqueta1 and JALA ,Liza Lorena Jala2
1
University of San Carlos, Philippines
2
University of Cebu, Philippines
In this paper, we present some educational uses of youth statistics for a General Elective statistics
course that applies a cross-disciplinary perspective to meet the goals of the Revised General
Education curriculum in the Philippines. Youth statistics generated by official statistical agencies in
the country and from various national and international surveys about the youth are used to provide
the database to anchor the teaching of statistical concepts and methods. Using anchored instruction
and a thematic approach, statistical concepts and methods are introduced through integration of
multiple data sets on youth statistics from various interdisciplinary perspectives of the social sciences.
The materials and activities incorporate features of constructivist teaching and learning, using
inductive and active learning approaches to support successful statistics learning for college students.
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STATISTICAL LITERACY HATCHING
RUIZ, Leticia, Mendoza
National Institute of Statistics and Geography,
Mexico City, Mexico
In Mexico, there are 22 million children and teenagers between the ages of 6 and 15 years old, who
represent 20 % of its population. The National Institute of Statistics and Geography of Mexico
(INEGI) is looking forward to implement a program to foster the use of statistical and geographic
data. To achieve this goal, INEGI has established an agreement with the Ministry of Education, in
order to include statistical and geographical information through text books, computer programs and
videos, and in this way we expect to establish a close relationship among students and teachers.
In order to ensure an effective dissemination of information, we use familiar language, short histories,
generalizations, images, comparatives, riddles and other didactic activities, georreferencing and
examples about applications of data in different fields, in a pertinent way to boys, girls and teenagers.
To close the circle, INEGI together with the University, developed a Statistical course, made
especially for elementary school teachers, to show them the variety of information we produce and
how to link it with the curricular programs. INEGI has fostered statistical and geographical
information to different sectors, by diverse channels, as a way to know the country, understand it and
help to preserve their natural resources. We believe in education in order to help to society
development.
TRAINING HUMAN RESOURCES FOR THE NATIONAL POPULATION CENSUS 2010 IN
ARGENTINA
SEVERINO, Mag. Liliana C 1, 3 and RUGGIERI, Est Marta M.2, 3
1
National University of Rosario, Argentina
Inter-american Open University - Argentina
3
Universidad Nacional de Rosario - Argentina
2
The main purpose of this paper is to show our experiences in the coordination and carried out of
training personnel for the instruction structure in the Argentine’s National Population Census that
took place on October 27th, 2010. We were in charge of the organization and coordination of training
chiefs of instruction in the south departments of the province of Santa Fe, Argentina.
These training will mainly focus on maintaining uniformity on the census procedures, terms, concepts
and definitions used in the census questionnaires and ensure the common understanding among the
trainees. The training is relevant and corresponds to a pre census tasks relating to conceptual and
methodological design of the census . Specifically seeks to: ensure that all personnel of the census
structure is trained properly; to minimize possible distortions arising from the usual training schemes;
to promote and stimulate motivation and commitment of staff, to optimize the training times; and rise
awareness of the importance of the work they do around the data quality and coverage of the census.
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THE FUTURE OF TEXTBOOKS AND EVOLUTION OF AN E-BOOK
STIRLING, Doug
Massey University
New Zealand
Paper-based textbooks have problems that are caused by their static nature. A single format must
motivate students, provide detail and also be suitable for revision and later reference. It must cope
with students from different application areas and whose courses teach different topics. Finally,
current students have almost-constant access to laptops, smartphones and tablets and expect a more
interactive experience when they are learning.
E-books have the potential to overcome most of these problems. Some solutions are presented and
illustrated by features added to CAST (Computer Assisted Statistics Textbooks) during its
development. CAST started life as a single e-book whose initial goals were to use interactive
diagrams for active learning within a textbook and to use dynamic diagrams to explain concepts more
clearly. It evolved into a framework with alternative versions of pages for initial study and revision,
with examples from different application areas and with videos that give more detailed explanation
than is possible in text. Creation of customised e-books is now possible through a drag-and-drop
user-interface, allowing e-books to be tailored for specific courses. Possible future directions are
discussed.
NEW ABS STRATEGIES TO PROMOTE STATISTICAL EDUCATION UNDER A NEW
NATIONAL CURRICULUM FOR STATISTICS
TAM, Siu-Ming and MAWDSLEY Frances
Australian Bureau of Statistics (ABS)
Canberra,
Australia
The Australian Bureau of Statistics (ABS) seeks to positively support the teaching of statistics across
the Australian education sector, and recognises the importance of national curricula as a vehicle for
achieving this outcome. Working collaboratively with the Statistical Society of Australia (SSAI),
ABS has taken a deliberate and strategic decision to influence, when possible, inclusion of more
statistical content within Australian curricula. This paper discusses how ABS Education Services is
adopting new strategies to promote statistical education in the context of new curricula, enhancing
suites of free education resources, and building new partnerships to bring statistical literacy
competencies to life for both teachers and students.
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TEACHING PROBABILITY USING A GOOGLE SITE
TERÁN, Teresita
National University of Rosario,
Argentina
TICs has been outlined in the National Plan of Education 2006-2116 like one of the Ends of the
Education in the XXI Century in their instance of pedagogic Renovation and with the use of TICs in
education. Our challenge as teachers is to achieve a critical formation of the use of these new
technologies, and in the province of Santa Fe the Pedagogic Laboratories complete this function.
These Laboratories are instances of formation with the purpose of recreating our own practices and
innovation spaces in our way of teaching that it becomes in experimentation in new learning ways.
We present a Site of Probability as a different strategy of incorporating the Probability at school.
When working this way the students are motivated, they participate generating a space of social
construction of learning, a significant learning that they will be able to apply to other situations of the
daily life.
iNZights INTO TIME SERIES AND MULTIPLE-RESPONSE DATA
WILD, Chris
University of Auckland,
New Zealand
There are hosts of interesting time series data sets sitting around on agency sites. Time series data is
usually considered an advanced topic and yet with good graphical tools it is a good option for a short
discovery-focussed module in introductory statistics in which students experience and learn to think in
terms of (usually nonlinear) trend and seasonal components, forecasting, and comparisons of the
features of sets of related series. Multiple-responses items (ask one question, e.g., “What technology
do you use?”, tick any of the boxes that apply to you) are common in the collection of social data. As
a consequence there is lots of data like this out there about topics of interest to young people. So how
can we make exploratory and confirmatory analysis (add inference) of multiple-response data
accessible to beginners? Despite its commonness we have not been able to find any useful
visualisation tools for it. We’d really like to be able to see a whole profile of responses for all the
categories together and be able to see how that profile changes as values of explanatory variables
change (e.g. by region, age or gender). It would be nice to be able to see what other boxes people who
selected box A also ticked, and to be able to see what the five or 10 (say) most common combinations
of selections were and how that profile changes with demographic factors. Furthermore, it would be
nice to be able to see all of these things almost immediately after the questions about them occur to
us, without any need for time consuming and obscuring busywork.
We will show how a 2012 iNZight time-series module and a breaking multiple-response module
enable opening these mother lodes of data riches up to people at the level of introductory statistics.
And we will discuss related pedagogical questions. For example, what useful general statistical
lessons can be abstracted from tackling these types of data?
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QUALITY ASSESSMENT OF STATISTICAL EDUCATION BY JAPAN STATISTICAL
SOCIETY
YOSHIZOE, Yasuto1, TAKEMURA, Akimichi2, KAWASAKI, Shigeru3
1
Aoyama Gakuin University, Japan
2
University of Tokyo, Japan
3
Nihon University, Japan
Japan Statistical Society (JSS) has been promoting research in statistical education and development
of materials for statistical education in collaboration with the government and other academic
societies specialized in statistical science. In 2011, JSS initiated a set of examinations called JSSC
(JSS Certificate) for assessing statistical competencies for students and business people.
The examinations comprised four grades (Grades 1 to 4) in statistical methods and interpretation, and
two levels for survey practitioners such as professional statisticians and survey interviewers in various
fields. In the first year, all the examinations except Grade 1 were conducted, while Grade 1
examination was started from 2012. In addition, as a joint effort with the Royal Statistical Society, the
examination for the Higher Certificate of RSS was introduced in 2012 in English and Japanese.
This paper presents the progress of the JSSC program and the future plan. By initiating JSSC, JSS
wishes to improve educational environment in statistics, enhancing the ability of students in statistical
way of thinking, and help the government and other institutions improve their capability to provide
statistical data and analyses.
INTERACTIVE ELECTRONIC TEXTBOOK FOR STATISTICAL EDUCATION
ZHANG, Liang; IIZUKA, Masaya and TARUMI,Tomoyuki
Okayama University, Japan
Recently, people who read e-books have increased and many students can also read e-books in their
portable devices or computers. In university education, we want to make interactive electronic
textbooks that can be used on these eReader devices. In this study, we developed an electronic
textbook for statistics education which contains multimedia materials and interactive features using
the specifications contained in e-book format called EPUB (Electronic PUBlication).
As the new specification of EPUB, EPUB 3.0 is based on technologies in the new Web standards,
such as CSS3 and XHTML5. In EPUB 3.0, both audio and video can be incorporated into the e-book.
The HTML5 Canvas element also allows containing a variety of graphics and animation without
Adobe Flash. JavaScript can be also used in HTML5. We select some introductory statistics topics,
and used a variety of programming languages (including HTML5, JavaScript, and CSS3 in the
specification of EPUB 3.0) for the development of a corresponding electronic textbook. We develop
an electronic textbook which has multimedia materials (such as video and audio), exercises and
interactive elements in addition to the contents of the ordinary paper textbooks. The electronic
textbook can be used in self-study and in statistics lectures. In this paper, we develop the electronic
textbooks for the statistics learning tool in some touch screen devices.
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Contact Details
AOYAMA, Kazuhiro Contact email: kaoyama@auecc.aichi-edu.ac.jp
BAGLIN, James Contact email: james.baglin@rmit.edu.au
PONOMARENKO, A Contact email: ponomarenko26212@gmail.com
BILGIN Ayse Contact email: ayse.bilgin@mq.edu.au
BOROVCNIK, Manfred Contact email: Manfred.Borovcnik@uni-klu.ac.at
BOROWIK, Jenine; Contact email: Jenine.Borowik@abs.gov.au
KRAFT, Volker Contact email: volker.kraft@jmp.com
CHAN, Jasmine Iok Ip, Contact email: jasmine_iokip@yahoo.com.hk
CHAN, Vivian Wing-yan Contact email: vwychan@censtatd.gov.hk
CHIPPERFIELD, James O. Contact email: james.chipperfield@abs.gov.au
ENGEL, Joachim Contact email: engel@ph-ludwigsburg.de
FERRÃO, Maria Eugénia Contact email: meferrao@ubi.pt
FORBES, Sharleen Contact email: Sharleen.forbes@vuw.ac.nz
HARRAWAY, John, A.Contact email: jharraway@maths.otago.ac.nz
.
HASSAD Rossi A. Contact email: Rhassad@mercy.edu
HELENIUS, Reij Contact email: reija.helenius@stat.fi
KANAZAWA, Yusuke Contact email: kanazawa@rikkyo.ac.jp
KEEGAN, Alan and TIDESWELL, Andrew Contact email: alan.keegan@stats.govt.nz
KRISHNAN, SarasContact email: saraskrishnan@yahoo.com
LEE, Tae Rim Contact email: trlee@knou.ac.kr
MacFEELY. Steve Contact email: steve.macfeely@cso.ie
MAKITA, Naoki Contact email: nmakita@nstac.go.jp
ITO, Shinsuke Contact email: ssitoh@meikai.ac.jp
MIRANDA, Tatiana Barboza Contact email: tatiana.miranda@ibge.gov.br
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NICHOLSON, James; Contact email: j.r.nicholson@durham.ac.uk
NORTH, Delia Contact email: Northd@ukzn.ac.za
OCAMPO, Shirlee; Contact email: shirlee.ocampo@dlsu.edu.ph
OGRAJENŠEK, Irena; Contact email: irena.ograjensek@ef.uni-lj.si
ONODERA, Tsuyoshi Contact email: tonodera@rikkyo.ac.jp
PALMER, Jonathan Contact email: jonathan.palmer@abs.gov.au
PAYNE, Bradley Contact email: conkerstats@googlemail.com
PRODROMOU, Theodosia Contact email: theodosia.prodromou@une.edu.au
PURANEN, Juha Contact email: jussip2@luukku.com
RESTON Enriqueta Contact email: edreston@usc.edu.ph
RUIZ, Leticia, Mendoza, Contact email: Leticia.Ruiz@Inegi.Org.Mx
SEVERINO, Mag. Liliana C. Contact email: Lseverin@fcecon.unr.edu.ar
STIRLING, Doug Contact email: d.stirling@massey.ac.nz
TAM, Siu-Ming Contact email: fran.mawdsley@abs.gov.au
TERÁN, TeresitaContact email: teresitateran@hotmail.com
WILD, Chris Contact email: c.wild@auckland.ac.nz
KAWASAKI, Shigeru3 Contact email:: kawasaki.shigeru@nihon-u.ac.jp
ZHANG, Liang; Contact email: zhang@ems.okayama-u.ac.jp
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