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Enriching Social Science with Quantitative and Survey Data Using Open Resources

Enriching Social Science with Quantitative and Survey Data Using Open Resources. Wendy Olsen and two teams at the University of Manchester September 2012 www.ccsr.ac.uk www.socialsciences.manchester.ac.uk/essted. Introduction to ESSTED. PIPS Component: Patterns in Politics & Society

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Enriching Social Science with Quantitative and Survey Data Using Open Resources

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  1. Enriching Social Science with Quantitative and Survey Data Using Open Resources Wendy Olsen and two teams at the University of Manchester September 2012 www.ccsr.ac.uk www.socialsciences.manchester.ac.uk/essted

  2. Introduction to ESSTED • PIPS Component: • Patterns in Politics & Society • Working on Expanding the Enrichment of Social Science Classrooms with Quantitative Data & Quantitative Methods • A Researcher Development Initiative of ESRC • CURRICULUM INNOVATION COMPONENT: • Ten course units • Embedding and enrichment, not substitution • Teamwork

  3. People • Steph Thomson (Research Associate) • Mark Brown (Principal Investigator / senior teaching fellow) • Jacqui Carter MIMAS and ESDS • Jo Wathan ESDS and Census • Ian Plewis Int’l Centre for Lifecourse Studies • Tarani Chandola, Kingsley Purdam, Brian Heaphy, Andrew Russell

  4. Ten Course Units

  5. Methods of Embedding/Using Building bridges between methods This builds on scaffolding ideas Students practice, practice... ...tacit learning Active learning Building up a number sense Procepts = Process + Concept = Result

  6. Example Too messy! Needs collapsing and simplifying! Excellent Labelling (URL! Dates! Data source!

  7. Example – Use Excel.Use Weights. Simplify!  Too messy! Needs collapsing and simplifying! Data from Understanding Society on Solo Living and Life Satisfaction 2010 Excellent Labelling (URL! Dates! Data source!

  8. Pedagogy Principles • ***Flip *** the lecture • Use CAMTASIA or YOUTUBE VIDEOs? • Use podcasts or MP3 or narratives on PPTs? • Make learning outcomes more explicit for each assignment • Even have learning outcomes for each activity • Build-up of activities • ? Lesson plans ? – Invisible to students

  9. Student Moves Upward on the Scaffolding Toward the Top User of Microdata Maker of Tables, Graphs Critical Reader of Data Critical Reader of Data

  10. Student Moves Around on Scaffolding User of Microdata Maker of Tables, Graphs Critical Reader of Data Critical Reader of Data Rethinks, questions the usual interpretation

  11. Flipping for you Old Method New Method Blackboard VLE Lecture seating groups of 4 Activities Camtasia Pod casts MP3, MP4 Visualiser Exam 80% Learning Journal 10% 2 Assts 10% • Lecture • SPSS Practicals • One Tutorial • Exam 90% • 2 Assignments 10%

  12. Overview of a Flipped Lecture • Students prepare 2 hours • 5 min Aims (and Recap) • 20 minutes Activity • 10 min Discussion and Interpretation* • 5 min Data Interpretation • 5 min Summing-Up* • 5 min Q&A

  13. Results • Old average mark 62 New average mark 72 Overall grade distributions: 2010/2011 Course work 69% Exam average grade 60%. Overall average grade 62%. 2011/2012 , Coursework 57% Exam average grade 75% Overall average grade 70% overall. 60% of students reached 70% overall. Just 5 fails out of 190 students.

  14. Online Presence www.socialsciences.manchester.ac.uk/essted

  15. Youtube Carries Our Videos

  16. Upcoming Workshops

  17. Conclusions • Thank you for listening • Next two years: • More workshops for all-UK audiences • Webinars • Youtube videos

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