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    <description>recent bookmarks from cshalizi</description>
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      <rdf:Seq>	<rdf:li rdf:resource="https://f.briatte.org/r/current-views-on-generative-ai"/>
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	<rdf:li rdf:resource="https://www.tandfonline.com/doi/full/10.1080/15236803.2018.1558823"/>
	<rdf:li rdf:resource="https://web.williams.edu/Mathematics/lg5/Rota.pdf"/>
	<rdf:li rdf:resource="http://www.cs.ubc.ca/~tmm/courses/cheat.html"/>
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	<rdf:li rdf:resource="http://www.samefacts.com/2016/03/management/why-is-it-so-hard-to-increase-learning/"/>
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	<rdf:li rdf:resource="http://arxiv.org/abs/1402.1894"/>
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	<rdf:li rdf:resource="http://www.samefacts.com/2011/10/politics-and-leadership/quality-and-politics/?"/>
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	<rdf:li rdf:resource="http://weblogs.swarthmore.edu/burke/?p=649"/>
	<rdf:li rdf:resource="http://www.statmethods.net/"/>
	<rdf:li rdf:resource="http://cran.r-project.org/doc/contrib/Verzani-SimpleR.pdf"/>
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  </channel><item rdf:about="https://f.briatte.org/r/current-views-on-generative-ai">
    <title>Current views on generative AI</title>
    <dc:date>2026-03-16T20:28:37+00:00</dc:date>
    <link>https://f.briatte.org/r/current-views-on-generative-ai</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA[--- Very, very much in line with my own thinking, for whatever that's worth.]]></description>
<dc:subject>teaching phnk via:phnk large_language_models_(so_called)</dc:subject>
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<dc:identifier>https://pinboard.in/u:cshalizi/b:f97a49848413/</dc:identifier>
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<item rdf:about="https://web.archive.org/web/20241117232629/https://www.reddit.com/r/theprimeagen/comments/1gqv4vc/teaching_computer_science_in_the_age_of_gippity/">
    <title>Teaching Computer Science in the age of Gippity : r/theprimeagen</title>
    <dc:date>2025-08-16T13:20:08+00:00</dc:date>
    <link>https://web.archive.org/web/20241117232629/https://www.reddit.com/r/theprimeagen/comments/1gqv4vc/teaching_computer_science_in_the_age_of_gippity/</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA[--- I haven't seen _exactly_ this, but I have seen things far too much like this.]]></description>
<dc:subject>have_read teaching our_decrepit_institutions via:? academia education</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:1e025c3062b2/</dc:identifier>
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<item rdf:about="https://www.tandfonline.com/doi/full/10.1080/26939169.2025.2497547">
    <title>Full article: Developing Students’ Statistical Expertise Through Writing in the Age of AI</title>
    <dc:date>2025-07-08T15:34:52+00:00</dc:date>
    <link>https://www.tandfonline.com/doi/full/10.1080/26939169.2025.2497547</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA["As large language models (LLMs) such as GPT have become more accessible, concerns about their potential effects on students’ learning have grown. In data science education, the specter of students’ turning to LLMs raises multiple issues, as writing is a means not just of conveying information but of developing their statistical reasoning. In our study, we engage with questions surrounding LLMs and their pedagogical impact by: (a) quantitatively and qualitatively describing how select LLMs write report introductions and complete data analysis reports; and (b) comparing patterns in texts authored by LLMs to those authored by students and by published researchers. Our results show distinct differences between machine-generated and human-generated writing, as well as between novice and expert writing. Those differences are evident in how writers manage information, modulate confidence, signal importance, and report statistics. The findings can help inform classroom instruction, whether that instruction is aimed at dissuading the use of LLMs or at guiding their use as a productivity tool. It also has implications for students’ development as statistical thinkers and writers. What happens when they offload the work of data science to a model that doesn’t write quite like a data scientist? Supplementary materials for this article are available online."]]></description>
<dc:subject>to:NB to_read teaching large_language_models_(so_called) kith_and_kin reinhart.alex weinberg.gordon</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:a2f8d1b7308c/</dc:identifier>
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<item rdf:about="https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4895486">
    <title>Generative AI Can Harm Learning by Hamsa Bastani, Osbert Bastani, Alp Sungu, Haosen Ge, Özge Kabakcı, Rei Mariman :: SSRN</title>
    <dc:date>2025-04-28T01:34:58+00:00</dc:date>
    <link>https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4895486</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA["Generative artificial intelligence (AI) is poised to revolutionize how humans work, and has already demonstrated promise in significantly improving human productivity. However, a key remaining question is how generative AI affects learning, namely, how humans acquire new skills as they perform tasks. This kind of skill learning is critical to long-term productivity gains, especially in domains where generative AI is fallible and human experts must check its outputs. We study the impact of generative AI, specifically OpenAI's GPT-4, on human learning in the context of math classes at a high school. In a field experiment involving nearly a thousand students, we have deployed and evaluated two GPT based tutors, one that mimics a standard ChatGPT interface (called GPT Base) and one with prompts designed to safeguard learning (called GPT Tutor). These tutors comprise about 15% of the curriculum in each of three grades. Consistent with prior work, our results show that access to GPT-4 significantly improves performance (48% improvement for GPT Base and 127% for GPT Tutor). However, we additionally find that when access is subsequently taken away, students actually perform worse than those who never had access (17% reduction for GPT Base). That is, access to GPT-4 can harm educational outcomes. These negative learning effects are largely mitigated by the safeguards included in GPT Tutor. Our results suggest that students attempt to use GPT-4 as a "crutch" during practice problem sessions, and when successful, perform worse on their own. Thus, to maintain long-term productivity, we must be cautious when deploying generative AI to ensure humans continue to learn critical skills."]]></description>
<dc:subject>to:NB teaching large_language_models_(so_called) education pedagogy</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:f8a80b36fc4f/</dc:identifier>
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<item rdf:about="https://link.springer.com/article/10.3758/s13423-013-0572-3">
    <title>Robust misinterpretation of confidence intervals | Psychonomic Bulletin &amp; Review</title>
    <dc:date>2024-07-11T14:03:21+00:00</dc:date>
    <link>https://link.springer.com/article/10.3758/s13423-013-0572-3</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA["Null hypothesis significance testing (NHST) is undoubtedly the most common inferential technique used to justify claims in the social sciences. However, even staunch defenders of NHST agree that its outcomes are often misinterpreted. Confidence intervals (CIs) have frequently been proposed as a more useful alternative to NHST, and their use is strongly encouraged in the APA Manual. Nevertheless, little is known about how researchers interpret CIs. In this study, 120 researchers and 442 students—all in the field of psychology—were asked to assess the truth value of six particular statements involving different interpretations of a CI. Although all six statements were false, both researchers and students endorsed, on average, more than three statements, indicating a gross misunderstanding of CIs. Self-declared experience with statistics was not related to researchers’ performance, and, even more surprisingly, researchers hardly outperformed the students, even though the students had not received any education on statistical inference whatsoever. Our findings suggest that many researchers do not know the correct interpretation of a CI. The misunderstandings surrounding p-values and CIs are particularly unfortunate because they constitute the main tools by which psychologists draw conclusions from data."

--- After skimming: On the one hand, I like a good "psychologists really do not understand anything about statistics" story as much as the next statistician, and I dare say more than most of my colleagues.

OTOH, I have my doubts about these survey items. Number 3 ("the hypothesis that the true mean is zero is likely to be incorrect") and number 5 ("we can be 95% confident that the true mean is between 0.1 and 0.4") are, IMHO, at least arguably true!  For #3: A parameter value falls outside a level-alpha confidence set iff the corresponding test rejects that parameter value with a p-value of at most 1-alpha, so 0 is rejected by this test, whatever it is, at the conventional 5% level.  Glossing "rejected by a reliable test" as "unlikely to be true" seems pragmatically fine.  (Frequentists do, after all, assign _likelihoods_ to hypotheses.)  As for #5, absent some clarification of what "confident" means, this is ambiguous.  As I explain in teaching [http://bactra.org/notebooks/confidence-sets.html], a confidence set offers the reader a dilemma: _either_ the true parameter is in the set, _or_ we got data that what really unlikely and unrepresentative under any parameter value.
That said, I am unable to come up with face-saving interpretations of the other four items.]]></description>
<dc:subject>to_read confidence_sets statistics teaching via:? have_skimmed in_NB</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:1a4dda6ad6cb/</dc:identifier>
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<item rdf:about="https://www-chronicle-com.cmu.idm.oclc.org/article/against-the-writing-center">
    <title>Against the Writing Center</title>
    <dc:date>2023-01-17T02:25:49+00:00</dc:date>
    <link>https://www-chronicle-com.cmu.idm.oclc.org/article/against-the-writing-center</link>
    <dc:creator>cshalizi</dc:creator><dc:subject>writing teaching academia have_read</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:9ed346d39474/</dc:identifier>
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<item rdf:about="https://arxiv.org/abs/1411.5279">
    <title>[1411.5279] What Teachers Should Know about the Bootstrap: Resampling in the Undergraduate Statistics Curriculum</title>
    <dc:date>2021-09-17T14:09:40+00:00</dc:date>
    <link>https://arxiv.org/abs/1411.5279</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA["I have three goals in this article: (1) To show the enormous potential of bootstrapping and permutation tests to help students understand statistical concepts including sampling distributions, standard errors, bias, confidence intervals, null distributions, and P-values. (2) To dig deeper, understand why these methods work and when they don't, things to watch out for, and how to deal with these issues when teaching. (3) To change statistical practice---by comparing these methods to common t tests and intervals, we see how inaccurate the latter are; we confirm this with asymptotics. n >= 30 isn't enough---think n >= 5000. Resampling provides diagnostics, and more accurate alternatives. Sadly, the common bootstrap percentile interval badly under-covers in small samples; there are better alternatives. The tone is informal, with a few stories and jokes."]]></description>
<dc:subject>have_read statistics teaching bootstrap to_teach:undergrad-ADA to_teach:statistics_of_inequality_and_discrimination in_NB</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:39c04c330c50/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to_teach:undergrad-ADA"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to_teach:statistics_of_inequality_and_discrimination"/>
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<item rdf:about="https://www.tandfonline.com/doi/full/10.1080/15236803.2018.1558823">
    <title>JPAE at 25: Looking back and moving forward on teaching evaluations: Journal of Public Affairs Education: Vol 25, No 1</title>
    <dc:date>2019-05-16T20:15:58+00:00</dc:date>
    <link>https://www.tandfonline.com/doi/full/10.1080/15236803.2018.1558823</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA["In many if not most colleges and universities in the United States, raw scores from Student Evaluations of Teaching (SETs) are the primary tool of teaching assessment, and teaching evaluations often have real consequences for promotion and tenure. In 2005, JPAE published an article on teaching evaluations, and this article added to what was at that time a somewhat thin literature indicating that SETs are systematically biased against female faculty, and probably against older and minority faculty. Since that time, this literature has swelled and grown and now the evidence that SETs are invalid and systematically biased is too strong to ignore. Over its first 25 years, JPAE has been a force for good in public affairs education. As JPAE moves into its next 25 years, it should take a principled and evidence-based stand against the use of raw SETs as an important indicator of teaching quality, and should encourage high-quality articles studying other methods of assessing teaching so that we can learn what approaches are better."]]></description>
<dc:subject>to:NB to_read teaching social_measurement i_want_to_believe teaching_evaluations color_me_skeptical</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:861b7fb945b8/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to:NB"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:teaching_evaluations"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:color_me_skeptical"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://web.williams.edu/Mathematics/lg5/Rota.pdf">
    <title>TEN LESSONS I WISH I HAD LEARNED BEFORE I STARTED TEACHING DIFFERENTIAL EQUATIONS (Gian-Carlo Rota)</title>
    <dc:date>2019-01-28T15:20:07+00:00</dc:date>
    <link>https://web.williams.edu/Mathematics/lg5/Rota.pdf</link>
    <dc:creator>cshalizi</dc:creator><dc:subject>mathematics pedagogy dynamical_systems teaching rota.gian-carlo via:jbdelong</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:f0094a7c42d8/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:dynamical_systems"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:rota.gian-carlo"/>
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</item>
<item rdf:about="http://www.cs.ubc.ca/~tmm/courses/cheat.html">
    <title>Cheating: The List Of Things I Never Want To Hear Again</title>
    <dc:date>2018-09-14T03:15:32+00:00</dc:date>
    <link>http://www.cs.ubc.ca/~tmm/courses/cheat.html</link>
    <dc:creator>cshalizi</dc:creator><dc:subject>academia teaching cheating to_teach via:?</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:329dc4b938b5/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to_teach"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:via:?"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://seii.mit.edu/research/study/the-impact-of-computer-usage-on-academic-performance-evidence-from-a-randomized-trial-at-the-united-states-military-academy/">
    <title>The Impact of Computer Usage on Academic Performance: Evidence from a Randomized Trial at the United States Military Academy</title>
    <dc:date>2016-05-10T19:54:15+00:00</dc:date>
    <link>https://seii.mit.edu/research/study/the-impact-of-computer-usage-on-academic-performance-evidence-from-a-randomized-trial-at-the-united-states-military-academy/</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA["We present find­ings from a study that pro­hib­ited com­puter devices in ran­domly selected class­rooms of an intro­duc­tory eco­nom­ics course at the United States Military Academy. Average final exam scores among stu­dents assigned to class­rooms that allowed com­put­ers were 18 per­cent of a stan­dard devi­a­tion lower than exam scores of stu­dents in class­rooms that pro­hib­ited com­put­ers. Through the use of two sep­a­rate treat­ment arms, we uncover evi­dence that this neg­a­tive effect occurs in class­rooms where lap­tops and tablets are per­mit­ted with­out restric­tion and in class­rooms where stu­dents are only per­mit­ted to use tablets that must remain flat on the desk surface."]]></description>
<dc:subject>teaching pedagogy experimental_sociology computers to_read</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:3bdcfacdea6d/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:pedagogy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:experimental_sociology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:computers"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to_read"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.samefacts.com/2016/03/management/why-is-it-so-hard-to-increase-learning/">
    <title>Why is it so hard to increase learning?</title>
    <dc:date>2016-03-28T22:27:46+00:00</dc:date>
    <link>http://www.samefacts.com/2016/03/management/why-is-it-so-hard-to-increase-learning/</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA[Some of this is disputable.  (For instance, the affection for group projects, and missing the fact that, when teachers genuinely know more than students, having "360 degree" reviews is very dubious.)  But it's heart is in the right place.]]></description>
<dc:subject>teaching pedagogy education academia via:? have_read</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:b5d30e17b573/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:pedagogy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:academia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:via:?"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:have_read"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://amstat.tandfonline.com/doi/full/10.1080/00031305.2015.1094283">
    <title>Teaching the Next Generation of Statistics Students to “Think With Data”: Special Issue on Statistics and the Undergraduate Curriculum - The American Statistician - Volume 69, Issue 4 | American Statistical Association Portal</title>
    <dc:date>2016-02-21T22:26:06+00:00</dc:date>
    <link>http://amstat.tandfonline.com/doi/full/10.1080/00031305.2015.1094283</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA[Introduction to a special issue; should probably read the whole issue.
]]></description>
<dc:subject>statistics teaching to_read to:blog</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:be7c45f62222/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:statistics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to_read"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to:blog"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://kieranhealy.org/blog/archives/2016/02/15/two-revolutions/">
    <title>Two Revolutions</title>
    <dc:date>2016-02-15T19:11:00+00:00</dc:date>
    <link>http://kieranhealy.org/blog/archives/2016/02/15/two-revolutions/</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA["The tension is that, increasingly, people who come in to the world of social science wanting to work with data tend to have little or no prior experience with text-based, command-line, file-system-dependent tools. In many cases, they do not have much experience multi-tasking in a windowing environment, either, at least in the sense of making applications work together in the service of a single goal. To be clear, this is not something to blame users for, and neither is it something to complain about in misguided nostalgia for the command line. Rather, it is an aspect of how computer use is changing at a very large scale. The coding and data analysis tools we have are powerful and for the most part meant to allow work to be opened up and inspected. But the way they work clearly run against the grain of where everyday, end-use computing is going, which is to hide many implementation details and focus on single-purpose tasks. Again, specialized tools are necessarily specialized. The net result for the social sciences in the short to medium term, I think, is that we will have a suite of powerful tools that enable an amazing variety of scientific activity, developed in the open and mostly available for free. But it will get harder to teach people how to use them."

--- This is in complete agreement with my experiences teaching advanced undergraduate statistics, at a very tech-y school.  (With the wrinkle that I have a sub-population of students who have been doing stuff at the command line since their early teens.)]]></description>
<dc:subject>statistics teaching statistical_computing healy.kieran</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:eeee04c8f4a8/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:statistics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:statistical_computing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:healy.kieran"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://arxiv.org/abs/1507.05346">
    <title>[1507.05346] Mere Renovation is Too Little Too Late: We Need to Rethink Our Undergraduate Curriculum from the Ground Up</title>
    <dc:date>2015-08-05T15:02:27+00:00</dc:date>
    <link>http://arxiv.org/abs/1507.05346</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA["The last half-dozen years have seen The American Statistician publish well-argued and provocative calls to change our thinking about statistics and how we teach it, among them Brown and Kass (2009), Nolan and Temple-Lang (2010), and Legler et al. (2010). Within this past year, the ASA has issued a new and comprehensive set of guidelines for undergraduate programs (ASA 2014). Accepting (and applauding) all this as background, the current article argues the need to rethink our curriculum from the ground up, and offers five principles and two caveats intended to help us along the path toward a new synthesis. These principles and caveats rest on my sense of three parallel evolutions: the convergence of trends in the roles of mathematics, computation, and context within statistics education. These ongoing changes, together with the articles cited above and the seminal provocation by Leo Breiman (2001) call for a deep rethinking of what we teach to undergraduates. In particular, following Brown and Kass, we should put priority on two goals, to make fundamental concepts accessible and to minimize prerequisites to research."]]></description>
<dc:subject>to:NB statistics teaching to_read</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:a98ba0b06c26/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to:NB"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:statistics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to_read"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://nb.mit.edu/welcome">
    <title>Welcome to NB</title>
    <dc:date>2015-05-27T04:02:30+00:00</dc:date>
    <link>http://nb.mit.edu/welcome</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA[Last tag is tentative but this seems like a very interesting tool.]]></description>
<dc:subject>teaching social_media to_teach:undergrad-ADA</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:a783f687abbd/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:social_media"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to_teach:undergrad-ADA"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://medium.com/@cshirky/why-i-just-asked-my-students-to-put-their-laptops-away-7f5f7c50f368">
    <title>Why I Just Asked My Students To Put Their Laptops Away… — Medium</title>
    <dc:date>2015-02-23T21:22:33+00:00</dc:date>
    <link>https://medium.com/@cshirky/why-i-just-asked-my-students-to-put-their-laptops-away-7f5f7c50f368</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA[I think Clay actually misses a trick here.  A computer is a really useful note-taking device, and writing notes helps you remember (even if you don't consult the notes).  What is really needed, for instructional purposes, is a switch we can throw which jams all wifi signals.  (I actually tried to get the computing lab to block Internet access during my class hour, but they said it was technically infeasible.)]]></description>
<dc:subject>teaching pedagogy education attention networked_life shirky.clay</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:ba03a7fce2c7/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:pedagogy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:attention"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:networked_life"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:shirky.clay"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://arxiv.org/abs/1402.1894">
    <title>[1402.1894] R Markdown: Integrating A Reproducible Analysis Tool into Introductory Statistics</title>
    <dc:date>2014-02-11T21:34:14+00:00</dc:date>
    <link>http://arxiv.org/abs/1402.1894</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA["Nolan and Temple Lang argue that "the ability to express statistical computations is an essential skill." A key related capacity is the ability to conduct and present data analysis in a way that another person can understand and replicate. The copy-and-paste workflow that is an artifact of antiquated user-interface design makes reproducibility of statistical analysis more difficult, especially as data become increasingly complex and statistical methods become increasingly sophisticated. R Markdown is a new technology that makes creating fully-reproducible statistical analysis simple and painless. It provides a solution suitable not only for cutting edge research, but also for use in an introductory statistics course. We present evidence that R Markdown can be used effectively in introductory statistics courses, and discuss its role in the rapidly-changing world of statistical computation."]]></description>
<dc:subject>to:NB R teaching statistics to_teach:statcomp</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:60944c94d2a9/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to:NB"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:R"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:statistics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to_teach:statcomp"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.samefacts.com/2013/10/education-policy/quality-assurance-for-higher-education-teaching/#more-44449">
    <title>Quality Assurance Program for Teaching « The Reality-Based Community</title>
    <dc:date>2013-10-23T22:25:08+00:00</dc:date>
    <link>http://www.samefacts.com/2013/10/education-policy/quality-assurance-for-higher-education-teaching/#more-44449</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA[I very much like the idea of making co-teaching routine, so we get to see each other in action and learn from each other.
]]></description>
<dc:subject>education academia quality_assurance teaching o'hare.michael</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:bc34be5d9439/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:academia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:quality_assurance"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:o'hare.michael"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://rpm47.blogspot.com/2013/07/thoughts-on-teaching-introduction-to.html">
    <title>PM's Question Time: Thoughts on Teaching Introduction to International Relations</title>
    <dc:date>2013-07-08T16:42:09+00:00</dc:date>
    <link>http://rpm47.blogspot.com/2013/07/thoughts-on-teaching-introduction-to.html</link>
    <dc:creator>cshalizi</dc:creator><dc:subject>pedagogy education academia political_science international_relations teaching game_theory</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:d620a0a2a265/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:pedagogy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:academia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:political_science"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:international_relations"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:game_theory"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.powells.com/biblio?isbn=978-0674013254">
    <title>What the Best College Teachers Do by Ken Bain - Powell's Books</title>
    <dc:date>2013-06-26T16:08:46+00:00</dc:date>
    <link>http://www.powells.com/biblio?isbn=978-0674013254</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA["What makes a great teacher great? Who are the professors students remember long after graduation? This book, the conclusion of a fifteen-year study of nearly one hundred college teachers in a wide variety of fields and universities, offers valuable answers for all educators.
"The short answer is--it's not what teachers do, it's what they understand. Lesson plans and lecture notes matter less than the special way teachers comprehend the subject and value human learning. Whether historians or physicists, in El Paso or St. Paul, the best teachers know their subjects inside and out--but they also know how to engage and challenge students and to provoke impassioned responses. Most of all, they believe two things fervently: that teaching matters and that students can learn."

--- I hope devoutly that they collected a matched sample of _ineffective_ teachers before writing this.]]></description>
<dc:subject>books:noted pedagogy teaching academia education in_NB books:owned</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:dbc2f1491374/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:books:noted"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:pedagogy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:academia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:in_NB"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:books:owned"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.theatlantic.com/national/archive/2013/06/notes-from-the-first-year-some-thoughts-on-teaching-at-mit/276743/">
    <title>Notes From the First Year: Some Thoughts on Teaching at MIT - Ta-Nehisi Coates - The Atlantic</title>
    <dc:date>2013-06-13T17:20:22+00:00</dc:date>
    <link>http://www.theatlantic.com/national/archive/2013/06/notes-from-the-first-year-some-thoughts-on-teaching-at-mit/276743/</link>
    <dc:creator>cshalizi</dc:creator><dc:subject>education writing coates.ta-nehisi teaching</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:c4365db918dd/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:writing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:coates.ta-nehisi"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:teaching"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.powells.com/biblio/1-9781441900517-0">
    <title>R Through Excel: A Spreadsheet Interface for Statistics, Data Analysis, and Graphics (Use R) by Richard M Heiberger - Powell's Books</title>
    <dc:date>2013-05-11T19:34:37+00:00</dc:date>
    <link>http://www.powells.com/biblio/1-9781441900517-0</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA["R, a free and open source program, is one of the most powerful and the fastest-growing statistics program. Microsoft Excel is the most widely used spreadsheet program, but many statisticians consider its statistical tools too limited. In this book, the authors build on RExcel, a free add-in for Excel that can be downloaded from the R distribution network. RExcel seamlessly integrates the entire set of R's statistical and graphical methods into Excel, allowing students to focus on statistical methods and concepts and minimizing the distraction of learning a new programming language. Data can be transferred between R and Excel "the Excel way" by selecting worksheet ranges and using Excel menus. R's basic statistical functions and selected advanced methods are available from an Excel menu. Results of the computations and statistical graphics can be returned back into Excel worksheet ranges. RExcel allows the use of Excel scroll bars and check boxes to create and animate R graphics as an interactive analysis tool. The book is designed as a computational supplement to introductory statistics texts and the authors provide RExcel examples covering the topics of the introductory course."]]></description>
<dc:subject>books:noted R the_spreadsheet_menace teaching</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:c5f3fb8408cc/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:books:noted"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:R"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:the_spreadsheet_menace"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:teaching"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://jime.open.ac.uk/jime/article/view/2008-14">
    <title>JIME - The Open Learning Initiative: Measuring the Effectiveness of the OLI... | Lovett | Journal of Interactive Media in Education</title>
    <dc:date>2013-04-29T19:56:14+00:00</dc:date>
    <link>http://jime.open.ac.uk/jime/article/view/2008-14</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA["The Open Learning Initiative (OLI) is an open educational resources project at Carnegie Mellon University that began in 2002 with a grant from The William and Flora Hewlett Foundation. OLI creates web-based courses that are designed so that students can learn effectively without an instructor. In addition, the courses are often used by instructors to support and complement face-to-face classroom instruction. Our evaluation efforts have investigated OLI courses’ effectiveness in both of these instructional modes – stand-alone and hybrid.
"This report documents several learning effectiveness studies that were focused on the OLI-Statistics course and conducted during Fall 2005, Spring 2006, and Spring 2007. During the Fall 2005 and Spring 2006 studies, we collected empirical data about the instructional effectiveness of the OLI-Statistics course in stand-alone mode, as compared to traditional instruction. In both of these studies, in-class exam scores showed no significant difference between students in the stand-alone OLI-Statistics course and students in the traditional instructor-led course. In contrast, during the Spring 2007 study, we explored an accelerated learning hypothesis, namely, that learners using the OLI course in hybrid mode will learn the same amount of material in a significantly shorter period of time with equal learning gains, as compared to students in traditional instruction. In this study, results showed that OLI-Statistics students learned a full semester’s worth of material in half as much time and performed as well or better than students learning from traditional instruction over a full semester."]]></description>
<dc:subject>to_read education teaching lovett.marsha in_NB</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:91d1c8547e65/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to_read"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:lovett.marsha"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:in_NB"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.eecs.berkeley.edu/~bh/sicp.html">
    <title>Why &lt;cite&gt;Structure and Interpretation of Computer Programs&lt;/cite&gt; matters</title>
    <dc:date>2012-11-15T21:45:55+00:00</dc:date>
    <link>http://www.eecs.berkeley.edu/~bh/sicp.html</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA[I took this class from Prof. Harvey as a freshman, and it was one of the best I ever had.  (Though I still remember my struggles with eval() on the final exam.)  And naturally these days I often find myself thinking back to it...]]></description>
<dc:subject>programming teaching an_elegant_language_for_a_more_civilized_age via:chl</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:070f017d0e29/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:programming"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:an_elegant_language_for_a_more_civilized_age"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:via:chl"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.powells.com/biblio/65-9780387989747-0">
    <title>Stat Labs : Mathematical Statistics Through Applications (00 Edition) by Deborah Nolan - Powell's Books</title>
    <dc:date>2012-02-08T02:33:17+00:00</dc:date>
    <link>http://www.powells.com/biblio/65-9780387989747-0</link>
    <dc:creator>cshalizi</dc:creator><dc:subject>books:noted coveted statistics teaching to_teach via:vqv speed.terry nolan.deborah in_wishlist</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:eadd9d4d7c96/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:books:noted"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:coveted"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:statistics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to_teach"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:via:vqv"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:speed.terry"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:nolan.deborah"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:in_wishlist"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.samefacts.com/2011/10/politics-and-leadership/quality-and-politics/?">
    <title>Quality and politics « The Reality-Based Community</title>
    <dc:date>2011-10-30T13:24:30+00:00</dc:date>
    <link>http://www.samefacts.com/2011/10/politics-and-leadership/quality-and-politics/?</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA[To think through later.]]></description>
<dc:subject>teaching education academia quality_assurance</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:9efa57ab2049/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:academia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:quality_assurance"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://davideharrington.com/?p=594">
    <title>(Moral) Hazards of Scanning for Plagiarists: Evidence from Shoplifting | David E. Harrington</title>
    <dc:date>2011-10-08T22:25:08+00:00</dc:date>
    <link>http://davideharrington.com/?p=594</link>
    <dc:creator>cshalizi</dc:creator><dc:subject>plagiarism teaching turnitin text_mining via:whimsley</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:cshalizi/b:db20233d5ba9/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:plagiarism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:turnitin"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:text_mining"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:via:whimsley"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://yuki-onna.livejournal.com/640281.html">
    <title>Rules for Anchorites - Mr. Danielson and The Story</title>
    <dc:date>2011-04-19T02:37:32+00:00</dc:date>
    <link>http://yuki-onna.livejournal.com/640281.html</link>
    <dc:creator>cshalizi</dc:creator><dc:subject>teaching storytelling</dc:subject>
<dc:identifier>https://pinboard.in/u:cshalizi/b:43fba297d161/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:storytelling"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://xkcd.com/803/">
    <title>xkcd: Airfoil</title>
    <dc:date>2010-10-08T12:41:02+00:00</dc:date>
    <link>http://xkcd.com/803/</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA[Needless to say, I am very much an option #3 teacher.
]]></description>
<dc:subject>funny:because_its_true funny:geeky xkcd cartoons teaching</dc:subject>
<dc:identifier>https://pinboard.in/u:cshalizi/b:654e7e731e52/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:funny:because_its_true"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:funny:geeky"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:xkcd"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:cartoons"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:teaching"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://micromath.wordpress.com/2008/04/14/donald-knuth-calculus-via-o-notation/">
    <title>Donald Knuth: Calculus via O notation « Mathematics under the Microscope</title>
    <dc:date>2010-08-07T12:31:51+00:00</dc:date>
    <link>http://micromath.wordpress.com/2008/04/14/donald-knuth-calculus-via-o-notation/</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA[Lovely.
]]></description>
<dc:subject>calculus teaching via:arsyed knuth.donald</dc:subject>
<dc:identifier>https://pinboard.in/u:cshalizi/b:4504ec4825f3/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:calculus"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:via:arsyed"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:knuth.donald"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.mindhacks.com/blog/2010/06/the_scientific_metho.html">
    <title>Mind Hacks: The scientific method - lego robots edition</title>
    <dc:date>2010-06-23T18:57:50+00:00</dc:date>
    <link>http://www.mindhacks.com/blog/2010/06/the_scientific_metho.html</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA[There's another vital lesson here: your model needs to also predict the fluctuations around the mean!
]]></description>
<dc:subject>experimental_psychology teaching mean-vs-variance funny:geeky to:blog robots_and_robotics</dc:subject>
<dc:identifier>https://pinboard.in/u:cshalizi/b:52bd22f613bd/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:experimental_psychology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:mean-vs-variance"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:funny:geeky"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to:blog"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:robots_and_robotics"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://jennydavidson.blogspot.com/2010/05/honored.html">
    <title>Light reading: Honored</title>
    <dc:date>2010-05-06T03:07:32+00:00</dc:date>
    <link>http://jennydavidson.blogspot.com/2010/05/honored.html</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA[Awww.
]]></description>
<dc:subject>teaching academia davidson.jenny</dc:subject>
<dc:identifier>https://pinboard.in/u:cshalizi/b:0a7a5eae9bc3/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:academia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:davidson.jenny"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://istherenosininit.wordpress.com/2009/05/18/plagiarism-derangement-syndrome/">
    <title>Plagiarism Derangement Syndrome « Is there no sin in it?</title>
    <dc:date>2009-05-19T12:43:59+00:00</dc:date>
    <link>http://istherenosininit.wordpress.com/2009/05/18/plagiarism-derangement-syndrome/</link>
    <dc:creator>cshalizi</dc:creator><dc:subject>plagiarism academia teaching why_oh_why_cant_we_have_a_better_press_corps dowd.maureen marshall.joshua_michael a_white_bear</dc:subject>
<dc:identifier>https://pinboard.in/u:cshalizi/b:c489b5735cd0/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:plagiarism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:academia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:why_oh_why_cant_we_have_a_better_press_corps"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:dowd.maureen"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:marshall.joshua_michael"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:a_white_bear"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://weblogs.swarthmore.edu/burke/?p=649">
    <title>Easily Distracted » Blog Archive » Trade Secret of Teachers</title>
    <dc:date>2008-09-26T00:54:49+00:00</dc:date>
    <link>http://weblogs.swarthmore.edu/burke/?p=649</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA[LolPalin: "interactional expertise --- I hazn't it"
]]></description>
<dc:subject>bluffing interactional_expertise teaching burke.timothy palin.sarah</dc:subject>
<dc:identifier>https://pinboard.in/u:cshalizi/b:7becc73766b7/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:bluffing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:interactional_expertise"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:burke.timothy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:palin.sarah"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.statmethods.net/">
    <title>Quick-R: Home Page</title>
    <dc:date>2008-07-03T12:31:34+00:00</dc:date>
    <link>http://www.statmethods.net/</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA[Well-designed introduction to R for people who know the usual commercial statistical packages.
]]></description>
<dc:subject>R teaching via:fionajay to_teach:data-mining to_teach:undergrad-ADA</dc:subject>
<dc:identifier>https://pinboard.in/u:cshalizi/b:5dc35376de4d/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:R"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:via:fionajay"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to_teach:data-mining"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to_teach:undergrad-ADA"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://cran.r-project.org/doc/contrib/Verzani-SimpleR.pdf">
    <title>simpleR - using R in introductory statistics</title>
    <dc:date>2008-06-24T16:26:49+00:00</dc:date>
    <link>http://cran.r-project.org/doc/contrib/Verzani-SimpleR.pdf</link>
    <dc:creator>cshalizi</dc:creator><dc:subject>statistics R teaching intro_stats to_teach:data-mining verzani.john to_teach:undergrad-ADA to_teach:statcomp</dc:subject>
<dc:identifier>https://pinboard.in/u:cshalizi/b:d21b7b6453ac/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:statistics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:R"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:intro_stats"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to_teach:data-mining"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:verzani.john"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to_teach:undergrad-ADA"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:to_teach:statcomp"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.samefacts.com/archives/teaching_/2008/06/what_sort_of_objectivity_in_the_classroom.php">
    <title>The Reality-Based Community: What sort of objectivity in the classroom?</title>
    <dc:date>2008-06-24T09:38:53+00:00</dc:date>
    <link>http://www.samefacts.com/archives/teaching_/2008/06/what_sort_of_objectivity_in_the_classroom.php</link>
    <dc:creator>cshalizi</dc:creator><dc:subject>academia academic_freedom teaching objectivity kleiman.mark</dc:subject>
<dc:identifier>https://pinboard.in/u:cshalizi/b:b8041d108eaf/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:academia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:academic_freedom"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:objectivity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:kleiman.mark"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://delong.typepad.com/sdj/2008/05/after-the-exami.html">
    <title>After the Examination All Professors Are Sad: A Dialogue About Teaching the Wrong Thing</title>
    <dc:date>2008-05-21T06:04:40+00:00</dc:date>
    <link>http://delong.typepad.com/sdj/2008/05/after-the-exami.html</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA[note in passing: _none_ of his 3 ways of organizing R&D matches the (uniquely successful) system of modern American science.
]]></description>
<dc:subject>economics teaching solow.robert economic_growth economic_history social_science_methodology great_transformation development_economics delong.brad innovation</dc:subject>
<dc:identifier>https://pinboard.in/u:cshalizi/b:285e52ca487f/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:economics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:solow.robert"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:economic_growth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:economic_history"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:social_science_methodology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:great_transformation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:development_economics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:delong.brad"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:innovation"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://scienceblogs.com/notrocketscience/2008/04/when_learning_maths_abstract_symbols_work_better_than_realwo.php">
    <title>Not Exactly Rocket Science : When learning maths, abstract symbols work better than real-world examples</title>
    <dc:date>2008-04-26T19:44:21+00:00</dc:date>
    <link>http://scienceblogs.com/notrocketscience/2008/04/when_learning_maths_abstract_symbols_work_better_than_realwo.php</link>
    <dc:creator>cshalizi</dc:creator><dc:subject>education pedagogy experimental_psychology abstraction teaching track_down_references via:orzelc transfer_of_learning mathematics</dc:subject>
<dc:identifier>https://pinboard.in/u:cshalizi/b:b7f63ca5db5d/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:pedagogy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:experimental_psychology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:abstraction"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:track_down_references"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:via:orzelc"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:transfer_of_learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:mathematics"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://scienceblogs.com/principles/2008/04/you_dont_know_me.php">
    <title>Uncertain Principles: You Don't Know Me</title>
    <dc:date>2008-04-26T19:19:05+00:00</dc:date>
    <link>http://scienceblogs.com/principles/2008/04/you_dont_know_me.php</link>
    <dc:creator>cshalizi</dc:creator><description><![CDATA[Points which ought to be obvious but apparently aren't.  My public speaking/lecturing persona is different from my on-line writing persona, & neither is me at home.
]]></description>
<dc:subject>presentation_of_self teaching rhetorical_self-fashioning situations_and_attitudes</dc:subject>
<dc:identifier>https://pinboard.in/u:cshalizi/b:266f7ce59802/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:presentation_of_self"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:rhetorical_self-fashioning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:cshalizi/t:situations_and_attitudes"/>
</rdf:Bag></taxo:topics>
</item>
</rdf:RDF>