Projects

eSTEeM is providing a mechanism for professional development through practice-based scholarship within a mentored community. Much of our work is organised on a project basis with project management aimed at the delivery of new educational outcomes and scholarship outputs. 

eSTEeM supports a rolling portfolio of approx. 80 active scholarship projects under a number of themes which include:

  • Access, Participation and Success
  • Innovative assessment
  • Online/onscreen STEM practice
  • Supporting students
  • Technologies for STEM learning

To learn more about our projects, please click on the project titles or use the search feature below by entering keywords. To search by the name of a project leader, please use the 'Filter by Project Leader' tab on the right-hand side of this page.

Search results

22 results found

The OpenScience Laboratory

Nick Braithwaite

The OpenScience Laboratory (OSL) was launched in July 2013 with generous funding from the Wolfson Foundation and significant investment from The Open University.

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Activities to improve the engagement of international students in online teaching

Simon Collinson Catherine Halliwell

Online teaching enables students to study from all around the globe to produce a diverse student cohort. As UK universities expand online provision and target international students key questions arise:

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Engaging Opportunities

Rick Holliman

Engaging Opportunities was funded by RCUK from 2013-2016 as one of 12 School-University Partnerships (SUPI).

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Developing robust assessment in the light of Generative AI developments

Liz Hardie Jonquil Lowe Mychelle Pryde Kevin Waugh Mirjam Hauck Francine Ryan Daniel Gooch Volker Patent Kieran McCartney Claire Maguire Mike Richards Heather Richardson

This was a cross-faculty NCFE (Northern Council for Further Education) funded project.

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The use of peer assessment/review in distance teaching via the Moodle VLE

Peter Taylor

This project undertook an investigation of the use of peer assessment in distance teaching. After reviewing evidence from within and outside the institution a number of pilot studies were undertaken. The Workshop tool in the Moodle VLE (Virtual Learning Environment) was evaluated.

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ArguEd Argumentation Education

Paul Piwek

This project investigated the use of the argument mapping technique for helping Computing and Technology students with developing their argument analysis skills. The focus was on scaffolding of these skills through interactive computer-marked assessment.

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Transforming retention and progression in a new Level 1 course

Chris Dobbyn

This project was set up to evaluate the effectiveness of the models of assessment devised for the new Level 1 course, TU100: My Digital Life. Assessments and tutor guides based on novel models had been prepared by a small group of staff, including the investigators.

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Assessing 'alternative media' elements: is there a generic model?

Soraya Kouadri Mostéfaoui

Nowadays, new digital technologies provide educators with increasingly diverse opportunities for assessing students’ understanding through media other than conventional text – for example web pages, videos, posters, PowerPoint presentations, podcasts and graphics, all of which can be submitted el

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Evaluation of assessed collaborative wiki activity and comparison with similar collaborative online activities in other contexts

Janet Haresnape

This project centres around an online collaborative activity which was adapted from a face-to-face tutorial activity developed for students on S366 (Evolution).  In the activity, students each provided data, and suggestions about its interpretation, by contributing to a series of wiki pages.

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Thresholded assessment: does it work?

Sally Jordan

Many Science Faculty modules have moved from their previous summative continuous assessment to formative but thresholded continuous assessment. The aim of the project was to evaluate this Faculty-wide change in practice.

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