# STAT 101 Redesign

 1 I think the article misses the point. The author objects to MOOCs for not being a traditional course. But MOOCs are something new, and they fill a real need. I did Professor Thrun's course as a refresher. I liked it a lot, and think it would also make a great introduction. I think the breezy "let's get on with it" style is really useful for demystifying the subject and making it accessible. If you are still considering updates, I would really like more about how you apply statistics in e.g. your robotics work. There was a brief mention early on where you compared the imperfect test for an illness with the imperfect sensor in a robot. That was interesting! Could you have any more examples like that? Maybe they could get joined up into a mini-project. Udacity courses are great at showing how mysterious real-world problems (saving Apollo 14 astronauts in CS222, competing with Google in CS101) can be solved with a little training and a few weeks work. answered 05 Jan, 17:53 Owen Kellie-... 111●5
 0 As a software developer, I found ST101 very rewarding. The approach taken by Sebastian and team, to bring statistical thinking tools to life for a broad range of students, is the one that is going to do the most good over time. Critics who think that a more formal, dry approach with a more rigorous Final Exam would be better are missing the big picture in math education: The top-level goal is to increase fondness for the topic (or to allay anxiety surrounding it). The most important metric is future affinity toward the topic: Do ST101 students emerge more comfortable with suggesting and using statistical techniques in problem solving (than before the learning experience)? I am definitely more turned on to statistics having just completed the course. I learned much more about Python as a result of doing the Programming Exercises. Having the programming be optional is a good way to serve students who are ready to explore computational statistics, while respecting those who are not. Given that web-based programming environments are only a few years old, I was really impressed with the Python capability put in front of me in a browser. I was able to think up 2 stretch problems and develop solutions:  1-D Random walk based on a fixed step length and random (+ / - ) direction (How far does the walker get after n steps?) Design a Gaussian data generator (algorithm that generates a normal distribution of datapoints based on any given [mean, sigma])  One suggestion in regards to the Bayesian Inference topic would be to choose a simple example from machine learning. Young people deserve to know that, during their lifetimes, learning machines will be one of the coolest applications of statistics! One of the greatest lasting impacts of this course will be to expand the learner's sense of career options. The Monty Hall problem was terrific. When I wrote code for how the MH Show operated, I slipped into the role of a game show designer. Wow. I would definitely take a ST202 course if offered. A great programming lab for that course would be designing a Gaussian Data Generator, and then designing a test strategy to evaluate it. Also, if you can offer a Python 2D graphics canvas to students, it will open up many interesting possibilities for graphic simulations. A 2D random walk would be one of them. answered 31 Dec '12, 15:39 pbierre 106●3
 0 The critique appears in the blog AngryMath. Hence, readers should recognize that the author is venting. Notice that the author's primary blog is about the game dungeons and dragons ("D&D Hotspot"). Personally, I applaud Professor Thrun's intuitive approach, and I like the way the course attempts to build understanding of concepts without being pedantic. For instance, I loved the use of the binomial probability distribution and small sample sizes while teaching the concept of hypothesis testing. answered 03 Jan, 19:40
 0 hello professor sebastian, I am enjoying your course, but I agree with the mentioned article: it can be much improved. I believe you can look for inspiration in two books: http://www.greenteapress.com/thinkstats/ and http://www.springer.com/mathematics/probability/book/978-0-387-94415-9 I actually read most of the second book, its surely useful. I've never read the first one, but it seems appropriate, since its introductory and about python and statistics. I'd also like to suggest that you take great attention to expository details. For instance, having the questions of quizes written on the video/comments would be very nice. I took CS101 and it's a good example to learn from. I'll surely check out the course redesigned. Online education is the future, so I'm really excited about participating in its blossoming. I wish you guys the best. answered 28 Dec '12, 17:40 Rafael 171●3
 0 First, an instructor at any level does not cause a student to learn. In fact, the more skilled an educator is at inducing learning, the more risk that the student will become dependent. There is no magic formula--an infinite variety of teachers could possibly inspire students to want to learn. The desire in the student is the cause. Even an inept (but perhaps likable) instructor could inspire students to want to learn, if only out of pity or sympathy. An obnoxious or arrogant instructor could effectively inspire students to want to learn, perhaps to prove they are better than the teacher. Any student with their own reasons to want to learn the material can find a way to overcome whatever limitations of the teacher. Maybe a better approach is to seek to make the material engaging and entertaining, like a game or song or movie. There is some craft to that, but creativity is the key to building a "hit" from an original concept. The unique qualities and characteristics of a particular instructor (including assistants) is actually an asset in that regard. I don't profess (pun!) to be qualified to write a hit online course, but I did have an idea that might illustrate my point. You begin the added Unit 11A with a question about a nerf gun projectile. Ultimately, the objective is to give the student a gratifying experience of a realization of the conceptual basis for probability density. I hope I understand well enough, but bear with me. Suppose you begin with the question about the spinner, by asking "What is the probability that the spinner will land within one particular half of the circle?" Then within 30 degrees, 1 degree, a fraction of a degree. The student can be led by the expectation that the range of possible results will continue to decrease in size to the conclusion that the probability of a specific angle is immeasurably small--effectively 0. This gives the student an experience of success, however contrived, but he can then be provoked further by the question "Why is that?" or "What does that mean?" The ensuing lecture content can explain that in each case the probability applies to a range of values, and surprise the student with a context-shift in the form of re-framing the probability of the result falling within the range between a specific value and itself: 0. This kind of leading the observer (audience) down a path to a conclusion followed by a twist or surprise is a common feature of all forms of entertainment (comedy is a great example) that could be used as a launchpad for a creative process of developing course content. answered 20 Dec '12, 00:03 Jim Reese 197●1●4
 0 I have to say that I think that point 7, "Bipolar Difficulty," is the one I have found most frustrating. Questions range from so simple that it isn't worth the time to type the answer to I don't know what is being asked. The criticism on the final exam I found the poorest. Sure it is easy to cheat on Udacity. The only person harmed is the cheater. answered 07 Dec '12, 21:50 dwlacroix 2●1 i fully agree those who cheat will never learn anything . (20 Dec '12, 03:09) muhammad sha...
 5 Here is my view. I didn't enroll in this course to learn something new (math is my subject, so basic stuff are known), but to see how a very bright scientist would explain very simple, but extremely important, concepts I have watched a lot of people trying to teach these stuff, but not one as good as Sebastian does it here. The whole design of the course is SUPERB. He really drives through the important concepts one has to master , to understand what is going on WITHOUT over simplyfing. Its not as easy as might one think. The only problem , from my point of view , is that after finishing and mastering the course, a student will not be able to do any basic statistical analysis on his own. Its a great introduction to the basics, but its crying for a second part to complete the basic picture I hope there is a second part , or more additions to this course answered 13 Oct '12, 18:17 Kostas Oreop... 2.8k●2●7●32 Yes, Kostas, I agree that the basic information, process, and pedagogical conceptualization are excellent, and that a second part to follow these basics, would be the best thing to do. (13 Oct '12, 18:45) Shulamit Wid... Agreed 100% mate! Well said. (22 Nov '12, 03:48) HimalayanWind
 0 The only real missing part of the equation nobody's made a recomendation for so far is concerning Q+A. Not every question gets answered in the forums and not every answer is all that good, for obvious reasons. In time, the "crowd sourced" portion of this education will out-value the lectures. I believe this will be true of all online learning. Google/Wickipedia may provide correct descriptions but doesn't provide answers. These forums will need to be edited, refined, built upon and ultimatly condensed into FAQ per each topic. Hopefully as soon as MOOC's find their profit generating advertisers or other revenue stream, full time editors can work to provide each student clear directions towards the supplimental materials that best suits their learning style and personal needs. answered 09 Nov '12, 17:32 jarvis 61●1
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