LEMMA Training - NCRM

LEMMA Training - NCRM

LEMMA: Learning Environment in Multilevel Modelling and Applications Fiona Steele London School of Economics & Political Science Director NCRM LEMMA node, University of Bristol http://www.bristol.ac.uk/cmm/learning/online-course/index.html LEMMA Training Capacity building in the analysis of data with complex structure Ultimate goal is to move learners to take-off, i.e. conducting and publishing multilevel analyses Different modes of delivery

Face-to-face workshops Web-based materials in a virtual learning environment LEMMA e-learning: First steps Originally planned to host searchable repository of materials BUT Written by different authors using different styles and notation Not clear how to tag and organise materials Concluded that we needed new materials organised as a course Coherent structure provide ladder for novices Ensure consistent terminology and notation

LEMMA online course launched April 2008 Lessons from Face-to-Face Training Learners need motivation and time Best motivated are those with multilevel data and research questions Learners often do not possess prerequisites for multilevel modelling In practical sessions, learners tend to focus on mechanics of using software rather than interpretation LEMMA online course: principles Accessible to anyone with basic statistics training Modules to have two integrated components: concepts

and practical Facility for learners self-evaluation (quizzes) Collect data to evaluate materials Design materials so they can be modified by other trainers A typical module Concepts Approx 40-50 pages, split into lessons Illustrative examples based on a single dataset Draw links between fitted model equations, graphs of predictions and verbal interpretation No reference to software Practical

MLwiN, Stata and R (SPSS coming soon) Detailed analysis of one dataset (different to that used in Concepts) Quizzes 7 Current modules (1) 1. Using quantitative data in research 2. Introduction to quantitative data analysis 3. Multiple regression 4. Multilevel structures and classifications 5. Introduction to multilevel modelling 6. Regression models for binary responses 7. Multilevel models for binary responses

8. Multilevel modelling in practice Note: Modules 1-3 and 6 not on multilevel modelling Current modules (2) 9. Single-level and multilevel models for ordinal responses 10. Single-level and multilevel models for nominal responses 11. Three-level multilevel models 12. Cross-classified multilevel models 13. Multiple membership multilevel models 14. Missing data 15. (coming soon) Multilevel models for repeated measures Choice of e-learning application In 2005 choice was between Moodle and

Blackboard Moodle chosen because: Free and open-source Excellent on-line community support More easily customised than Blackboard Growth in number of registered users Launched April 2008 Now ~14k users Intended use of materials* n %

11967 87.7 Recommended reading for a course 726 5.3 Preparation for LEMMA workshop 363 2.7

595 4.3 Learning Self learning Teaching Total *All figures correct as of 16/6/14 13651 Users by sector

n % Student 8085 58.6 Academic 3803 27.6

Non-academic 1907 13.8 Total 13795 Users by country 72% users from outside the UK Country

n Country n UK 3861 Spain 316 US

2701 Italy 310 Germany 604 India 287

Netherlands 514 Belgium 284 Australia 504 Switzerland 242

Canada 474 France 216 Users by primary discipline n % Medical sciences

1962 14.2 Statistics, methods and computing 1886 13.7 Psychology 1778

12.9 Economics 1243 9.0 Sociology 1184 8.6 Education

932 6.8 Human geography and demography 784 5.7 Management and business studies 683 5.0

Political science and management studies 663 4.8 Biological sciences 504 3.7 2176

15.8 Other User familiarity with statistical methods User familiarity with mathematical statistics Evaluation of LEMMA online course Survey of UK users conducted by NCRM in 2013 264 responses received Full report at http:// eprints.ncrm.ac.uk/3261/1/MOLEY_NCRM_Impa ct_2011-2013.pdf

Summary statistics on usage Median time spent on course is 10 hours (SD = 14.8) ~ 65% had at least partially completed modules on Introduction to Quantitative Research and Multiple Regression (Modules 1-3) So important to provide introductory materials as preparation for multilevel modelling modules Source: ESRC NCRM survey Reasons for registration Combining with face-to-face training The course enabled me to get better value from face-to-face training, by

providing in-depth preparatory reading. Together with the face-to-face training, I improved my knowledge of MLM to a sufficient degree to engage in detailed discussions about analytical methods with academic collaborators. Id like to take further classes in this, but I need the online course first so Im prepared for the further courses. Respondents to NCRM survey. Online course modules are recommended reading for LEMMA face-to-face courses. Impact of LEMMA online course Source: ESRC NCRM survey

Resource considerations Writing online materials is resource intensive Materials unsupported so need to be clear and thorough Ensure consistency of style and notation across modules and cross-reference previous modules Writing quizzes and feedback especially time-consuming Wide range of technical expertise required Installation and maintenance of Moodle

Programming skills for customising Moodle Web design Database management Ongoing technical support and trouble-shooting Future developments New materials in pipeline SPSS practicals for selected modules Module on longitudinal data analysis Convert materials to interactive e-books New ESRC project led by William Browne Thanks Funding for 3 phases of the NCRM LEMMA node, 20052015

Technical team Sacha Brostoff Hilary Browne Christopher Charlton Hugh Garner Authors

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