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Active learning with FRED data

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  • Diego Mendez-Carbajo

Abstract

In this article, the author describes the practice of active learning with Federal Reserve Economic Data (FRED). First, he outlines the broad intellectual context of learning with and about economic data, summarizing the recent scholarly contributions made to the topic. Next, the author presents several strategies for teaching with FRED in the classroom. Following that, he describes a type of interactive instructional resource called FRED Interactive (FRED-I) modules, accessible through econlowdown.org, the online repository of multimedia teaching and learning resources produced and curated by the Federal Reserve Bank of St. Louis. The author then illustrates the use of these modules in hybrid classrooms through several examples. He concludes by presenting potential lines of research on the topic of active learning with data.

Suggested Citation

  • Diego Mendez-Carbajo, 2020. "Active learning with FRED data," The Journal of Economic Education, Taylor & Francis Journals, vol. 51(1), pages 87-94, January.
    • Handle: RePEc:taf:jeduce:v:51:y:2020:i:1:p:87-94
    DOI: 10.1080/00220485.2019.1687377
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    Cited by:

    1. Karla Borja & Suzanne Dieringer, 2023. "Telling My Story: Applying Storytelling to Complex Economic Data," Eastern Economic Journal, Palgrave Macmillan;Eastern Economic Association, vol. 49(3), pages 328-348, June.
    2. Qing Xie, 2022. "Applying Problem-Based Approach in Business English Courses for China’s English Majors," SAGE Open, , vol. 12(2), pages 21582440221, May.
    3. Diego Mendez-Carbajo, 2023. "Using Federal Reserve Economic Data® Data to Address Diversity and Inclusion in the Classroom," The American Economist, Sage Publications, vol. 68(1), pages 126-139, March.
    4. Strenio, Jacqueline & van der Meulen Rodgers, Yana, 2023. "Integrating Gender into a Labor Economics Class," IZA Discussion Papers 15886, Institute of Labor Economics (IZA).

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