Contents

• Abstract
• 1. Current situation
  • 1.1 Summary of responses to the Unit questionnaire
  • 1.2 Analysed problems
    • 1.2.1 Necessity of a good mathematical background
    • 1.2.2 Logical "paradoxes"
    • 1.2.3 The step into the nondeterministic world
    • 1.2.4 Insufficient amount of examples and practice
    • 1.2.5 No connection to real life
    • 1.2.6 Necessity of attracting students to the subject
• 2. Practice and experience at other universities
  • 2.1 Making materials available online
  • 2.2 More advanced usage of online resources and distance learning
  • 2.3 Computer Aided Assessment
• 3. Computer demonstrations
• 4. Test and Learn question set
• 5. Other suggested methods of teaching statistics
• 6. Conclusions
• Appendix A: Contest explanations
• Appendix B: Sample screenshots
• Appendix C: Classification scheme for the TAL questions
• Appendix D: Samples of question types
• References