Case Studies M.Sc. in Applied Statistics

Case Studies M.Sc. in Applied Statistics Dr. Órlaith Burke Michaelmas Term 2012

Statistical Methods M.Sc. in Applied Statistics Hard work = Stay engaged Responsibility = Ownership Read = Read

Case Studies o o o o o o o o

Logistics Aims of the course Tasks Structure of the Lectures Presentation types Feedback Personal Reflection Groups: Allocation, tasks and group work

Logistics 10 am Friday morning Lecture Room in SPR1 Week 1-8 MT

Lecture Room also available 9.30-10am on Friday mornings for presenting groups to SET UP and practise before the session that day.

Please note that lectures will start promptly at 10am! Material available on WebLearn

Online Material Aims of the course Tasks Structure of the lecture Presentation hints and tips Feedback Groups

Online Material Aims of the course Tasks Structure of the lecture Presentation hints and tips Feedback Groups

Aims of the Course The aims of the Case Studies module are: • to broaden participants’ exposure to practical aspects of statistics; • to develop in participants a critical awareness of how statistical ideas and techniques are used in practice; (See ‘Scientific Thinking’ excerpt on class page) • to improve the participants’ skill in formulating and delivering a presentation on a statistical topic; and • to encourage the development of participants’ group work skills.

Aims of the Course Why? The aims of the Case Studies module are: • SO THAT YOU BECOME WELL-ROUNDED STATISTICIANS • DEVELOPMENT OF CRITICAL THINKING AND PRACTICALITIES OF STATISTICS IN THE REAL WORLD • DIRECTLY TRANSFERABLE SKILLS • DIRECTLY TRANSFERABLE SKILLS

AND PRACTICE FOR WEEK-LONG ASSESSED GROUP PRACTICAL

Online Material Aims of the course Tasks Structure of the lecture Presentation hints and tips Feedback Groups

Tasks Each student will: • study 1 case, for main presentation, in randomly allocated groups of 4-5; • be assigned to speak for part of one presentation (at least); • study 1 case, for debate-style presentation, in randomly allocated groups of 2-3; • study 1 case, for question rounds, in randomly allocated groups of 2-3; • produce a short Personal Reflection for each group work task. Please note that finding papers in the Oxford library system is part of the task.

Online Material Aims of the course Tasks Structure of the lecture Presentation hints and tips Feedback Groups

Structure of Lectures The lectures for this course will be as follows: – Seminar-style presentation of main case study – followed by ‘quick-fire’ questions – followed by active discussion from the audience – Debate-style presentation of second case study – followed by active discussion from the audience

Structure of Lectures The lectures for this course will be timed as follows: – Seminar-style presentation of main case study 15 minutes – followed by ‘quick-fire’ questions 10 minutes – followed by active discussion from the audience ~10 minutes – Debate-style presentation of second case study 5 minutes each – followed by active discussion from the audience ~5 minutes

Online Material Aims of the course Tasks Structure of the lecture Presentation hints and tips Feedback Groups

Seminar-Style Presentations • Every member of the group should contribute significantly (but not necessarily equally) to the presentation. • You are not expected to analyse the data yourselves, and please do not discuss the theory - this should be a study of examples.

Seminar-Style Presentations A good presentation will: • clearly and efficiently communicate the context, aims, methods and findings of the reported analysis; • deliver a clear, fair and accurate critique of the reported analysis; • suggest alternative analyses or ideas for improvement if appropriate; and • deal appropriately and constructively with questions and feedback from the audience. See ‘Presentation hints’ on the class page

Seminar-Style Presentations • Remember that the audience will not have seen the report. • Common mistake: Groups do not clearly introduce the problem or describe the context of the analysis. This makes the rest of the presentation almost impossible to follow. • Technology: You can make use of the computer projector but do prepare in advance, e.g. have the file on your desktop, and log on to the computer before the talk (it takes much longer to log-in the first time you use it!).

Debate-Style Presentations • Each debate group will present the positive OR negative aspects (as assigned) of the case study • These are 5 minute short key point presentations

• Every member of the group should contribute significantly (but not necessarily equally) to the presentation.

Quick-Fire Question Rounds • Lead by the ‘quick-fire’ question group after the presentation. • ‘Quick-fire’ question group members will – be familiar with the case study – focus on positive OR negative aspects of the study (as assigned) – have a few short (but interesting) questions for the main presentation group. • The idea is not to try to catch the presentation group out but to encourage active discussion of the case study. • ‘Quick-fire’ question rounds will develop into the general questions and discussion with the rest of the audience.

Online Material Aims of the course Tasks Structure of the lecture Presentation hints and tips Feedback Groups

Feedback • At the end of the lecture (as you leave) • Post-it anonymous feedback All students will have an opportunity to receive individual feedback on their presentation. General feedback also given to each group after the session (e.g. statistical key points and feedback on presentation/team work)

Feedback Feedback is valuable – It helps you to assess your performance, and to improve.

However, please keep the following in mind: • Feedback should be positive or constructive, but never negative. • Feedback should not be personal - you are communicating your perception of the presentation, not making a value judgement about an individual. • Please consult feedback notes online before the first session

Online Material Aims of the course Tasks Structure of the lecture Presentation hints and tips Feedback Groups

Groups Groupwork • Each individual will bring a different set of skills and background knowledge to the group. • You will therefore get the most out of the exercise if you work together to prepare the presentation.

• Make sure every meeting has a focus, and that each individual is given the chance to contribute their ideas and skills. • You may find it useful at first to assign someone the role of chairman, in order to make sure that the discussion stays on track. Remember this is all practice for the Assessed Group Practical

Groups Allocation Students will be assigned to randomly allocated groups for • Main case study Seminar-Style presentation – Groups of 4-5 • Second case study Debate-Style presentation – Groups of 3-4 • Quick-fire Question Groups for Main case study – Groups of 3-4

• The references for case studies to be discussed will be available one week before each session

Groups Tasks Each main presentation group will: • formulate and deliver a 15 min presentation on a particular case; • be prepared for ‘quick-fire’ questions and general questions from the audience; and • produce a team plan – to be submitted no later than 24 hours before presentation.

Groups Tasks Each debate presentation group will: • formulate and deliver a 5 min presentation on a particular case; • be prepared to defend their comments; and • produce a team plan – to be submitted no later than 24 hours before presentation.

Groups Tasks Each ‘quick-fire’ question group will: • briefly review the case to be presented; and • prepare 1-2 interesting questions for discussion with the presentation group.

Online Material Aims of the course Tasks Structure of the lecture Presentation hints and tips Feedback Groups Team Plan and Personal Reflection

Team Plan & Personal Reflection Each presentation group will submit a TEAM PLAN no less than 24 hours before the presentation (i.e. By 10am Thursday) The TEAM PLAN will outline the individual roles of each student in the group e.g. presenter, slide writer ...

Team Plan & Personal Reflection Each student will produce a short Personal Reflection for each group work task in which they are involved To be submitted by 10am Monday morning By Week 8 each student should have three Personal Reflections A Personal Reflection should be • an individual piece of writing • no more than a single page • a brief description of your own experience of a particular groupwork task • Prompts available on Class Page