In this course you will learn how to program in R and how to use R for effective data analysis. You will learn how to install and configure software necessary for a statistical programming environment, discuss generic programming language concepts as they are implemented in a high-level statistical language. The course covers practical issues in statistical computing which includes programming in R, reading data into R, creating informative data graphics, accessing R packages, creating R packages with documentation, writing R functions, debugging, and organizing and commenting R code. Topics in statistical data analysis and optimization will provide working examples.
Georgia Institute of Technology is about to take a step that could set off a broad disruption in higher education: It’s offering a new master’s degree in computer science, delivered through a series of massive open online courses, or MOOCs, for...
This short course will provide a hands-on introduction to statistics used in educational research and evaluation. Participants will learn statistical concepts, principles, and procedures by building Excel spreadsheets from scratch in a guided learning approach using short video-based tutorials.
Blackboard, a company that makes software that many colleges use to run their classroom and online courses, announced on Wednesday that it was expanding its support for MOOCs, though it is relatively late to the much-talked-about trend of massive open online courses.
Despite the buzz around Massive Open Online Courses (MOOCs), data about them is scarce, limiting the ability to judge how the courses will fit into the higher education landscape—and particularly whether they will be creditworthy and eventually profitable.
What was the Big Bang? How do black holes work? Could there be life elsewhere in the Universe? In this subject we’ll address those topics, as well as gaining some insight into how great scientific discoveries were made, and what's involved in scientific research.
In the last year, MOOCs have gotten a tremendous amount of publicity. Last November, the New York Times decided that 2012 was “the Year of the MOOC,” and columnists like David Brooks and Thomas Friedman have proclaimed ad nauseum that the MOOC “revolution” is a “tsunami” that will soon transform higher education. As a Time cover article on MOOCs put it—in a rhetorical flourish that has become a truly dead cliché—“College is Dead. Long Live College!”