>  Search: statistics

Need a new search?

If you didn't find what you were looking for, try a new search!

Using your OLI Payment Code for Elementary Statistics at GSU

Accessing your Elementary Statistics materials Follow the link in your Elementary Statistics class in iCollege that takes you to your OLI Statistics courseware. You will be prompted to confirm your name and email, as well as your intention to access this particular OLI course. When you're prompted for payment, enter the OLI Payment

By |2019-01-10T11:19:00-04:00January 10th, 2019|

Probability & Statistics — Open & Free

Introductory-level course teaches students the basic concepts of statistics and the logic of statistical reasoning. Designed for students with no prior knowledge in statistics, its only prerequisite is basic algebra. Includes a classical treatment of probability. Learn about Open & Free OLI courses by visiting the “Open & Free features” tab below.

By |2018-05-08T10:47:49-04:00May 5th, 2018|

Helping Community College Math Instructors Teach Statistics Effectively

In the fall newsletter of The Statistics Teacher Network, published by the American Statistical Association, Matt Teachout writes about attempting to solve the challenges faced by community colleges as they transition their curricula for STEM students from calculus preparation to statistics classes. Teachout, a math teacher and statistics coordinator at College of the Canyons, advocates

By |2019-02-15T17:13:49-04:00November 12th, 2016|All posts, Uncategorized|

OLI Statistics Change log

QA November 17th Checkpoints Pooling of checkpoint questions completed, added new checkpoint in probability, along with additional questions created for all checkpoint pools. Shuffling all distractors in checkpoint questions when it does not cause cognitive overload. Check all that apply questions partial-credit scoring model implemented, see scoring model: Partial-Credit Scoring Model Activities on pages Measures

By |2015-11-17T16:39:46-04:00November 17th, 2015|

Statistical Reasoning — Open & Free

Introductory-level course teaches students the basic concepts of statistics and the logic of statistical reasoning. Designed for students with no prior knowledge in statistics, its only prerequisite is basic algebra. Learn about Open & Free OLI courses by visiting the “Open & Free features” tab below.

By |2018-05-08T10:47:18-04:00May 5th, 2018|

Causal and Statistical Reasoning — Open & Free

An introduction to causal and statistical reasoning, this course is meant for students interested in critical thinking skills for daily life, students who will take a few statistics courses in service of a related field of study, and/or students interested in the foundations of quantitative causal models: called Bayes Networks. Learn about Open & Free

By |2018-05-10T21:54:15-04:00May 4th, 2018|

OLI System Requirements

OLI System Requirements Please read this page carefully. It will help you ensure your device meets the minimum requirements for displaying and interacting with your OLI course. For further assistance, please email OLI Help. Devices that meet these requirements can display the vast majority of OLI content, and your interactive exercises

By |2018-05-04T11:07:23-04:00March 27th, 2018|

Causal and Statistical Reasoning

An introduction to causal and statistical reasoning, this course is meant for students interested in critical thinking skills for daily life, students who will take a few statistics courses in service of a related field of study, and/or students interested in the foundations of quantitative causal models: called Bayes Networks.

By |2018-05-04T11:17:53-04:00February 13th, 2018|

Educators

See OLI's existing courses you can use with your students. Per-student cost, payment options, bulk pricing, bookstore availability. Want to discuss delivering your course via OLI? How about an entire program? Connect with OLI to discuss learning-research opportunities. See OLI's existing courses you can use with

By |2019-04-09T16:49:07-04:00September 26th, 2017|

The Simon Initiative

What is The Simon Initiative? The initiative’s goal is to measurably improve student learning outcomes by putting research findings into practical use in instruction. Named for the late Nobel and Turing Award laureate and CMU Professor Herbert A. Simon, The Simon Initiative harnesses a cross-disciplinary learning engineering ecosystem that has

By |2018-11-05T13:45:21-04:00September 26th, 2017|

Strategies to Overcome TEL Barriers

With funding from the Carnegie Corporation of New York, the Simon Initiative is working to better understand and develop strategies to overcome the roadblocks to using technology-enhanced learning (TEL) resources. Why? TEL has the potential to dramatically improve education. For example: According to a recent Rand Corp. study, high school algebra students of all backgrounds

By |2016-05-02T13:34:49-04:00May 2nd, 2016|

3 Ways Higher Ed is Making Learning More Personal

The success of OLI's work with UC Davis in supporting biology students was highlighted by Director Daniel Greenstein on the Gates Foundation's Impatient Optimists blog: For many of today’s college students, courses can feel too large, too slow, or too fast—like they’re designed for somebody else. Where they are conducted through large lecture classes, they can

By |2019-02-15T17:13:50-04:00November 18th, 2014|All posts, Uncategorized|

OLI at Georgetown

An update from Theresa Schlafly, Writer/Editor and Project Manager at the Center for New Designs in Learning and Scholarship (CNDLS) Schlafly describes how she and her colleague, Yong Lee, helped professor Parina Patel create more consistency between lab sections and more integration between the lecture and lab portions of her statistics course. They attended an

By |2019-02-15T17:13:51-04:00October 30th, 2012|All posts, Uncategorized|

Course Features

Enacting Learning Our courses proactively engage students to put new knowledge into practice and to assess their own progress. Activities and assessments embedded throughout the content help to ensure that students understand concepts rather than only memorize facts. Features for Students In addition to high-quality text, our courses also include practice activities, self-assessments, and graded

By |2012-08-23T14:19:52-04:00August 23rd, 2012|

CC-OLI Information Sessions

We are holding two different types of information sessions for the Community College Open Learning Initiative (CC-OLI) research project. You are welcome to attend any and all sessions, regardless of the roles described below. The CC-OLI Overview session is intended for institutional leaders and faculty support staff seeking to understand the approach and participation opportunities.

By |2019-02-15T17:13:53-04:00August 2nd, 2012|All posts, Uncategorized|

CC-OLI Pilot Evaluation

This Fall, I’ll be leading a pilot evaluation on the effectiveness of several OLI online courses in community colleges across the United States. Unlike the free online courses that institutions of higher education are rushing to produce right now, the OLI courses will be used by community college faculty who are teaching students face–to-face in

By |2019-02-15T17:13:53-04:00July 27th, 2012|All posts, Uncategorized|

CC-OLI Evaluation Study

Carnegie Mellon University’s Open Learning Initiative (OLI) invites community colleges to join in the use and evaluation of online learning environments for four gatekeeper courses: Statistics, Anatomy & Physiology, Biology, and Psychology. Faculty will receive free access to OLI's real-time teaching tools and course materials, and are eligible for stipends for their participation. This also

By |2012-07-27T13:04:56-04:00July 27th, 2012|

Study of OLI in the Wall Street Journal

Columnist David Wessel wrote for The Wall Street Journal about technology and its role in managing costs of higher education. Wessel featured the recent Ithaka study of the OLI statistics course. "The most important single result of our study: It calls into question the position of the skeptic who says, 'I don't want to try

By |2019-02-15T17:13:53-04:00July 21st, 2012|All posts, Uncategorized|

The Herb Simon Connection

If you've attended a presentation or seen a talk given by an OLI team member, you have no doubt seen this quote: "Improvement in post secondary education will require converting teaching from a solo sport to a community based research activity."Herb Simon We believe this is a powerful statement, which comes to us

By |2019-02-15T17:13:54-04:00June 6th, 2012|All posts, Uncategorized|

Publications

The Open Learning Initiative (OLI) frequently publishes its findings in journals, conference proceedings, and other educational publications. Recent Publications CHANGING THE PRODUCTION FUNCTION IN HIGHER EDUCATION This is the second essay in a series that seeks to provide campus leaders with the latest scholarship and perspectives in the topic of academic productivity. Thille, C. (2012).

By |2012-05-24T10:48:20-04:00May 24th, 2012|

CC-OLI: Community College Courses

Opportunities: We are looking for community college faculty teaching Statistics, Anatomy & Physiology, Biology, and Psychology to participate in an evaluation study of our new courses. Join Our Research Study > Read More About the Study [PDF] Status: Courses are being evaluated in pilot studies at community colleges. Courses are under continued development. Funder(s): The

By |2012-04-23T14:37:30-04:00April 23rd, 2012|

Our Current Projects

The Open Learning Initiative has several on-going projects that are seeking collaborators. Some projects focus on research, while others focus on applying research to course design and instruction. However, we believe that research and applications of research go hand-in-hand and work best when considered together. CC-OLI: Community College Courses Opportunities in course evaluation. Carnegie Mellon

By |2012-04-18T14:08:48-04:00April 18th, 2012|
Load More Posts
OLI Website:
New look and
New student registration process

OLI’s website has undergone a refresh, and so has the student registration process. Watch the video to see how easily students can register with a Course Key.