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

21 results found

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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How students’ use of language relates to learning, retention and performance in assessment on TU100

John Woodthorpe Jim Donohue

This project built on previous work between MCT and WELS (formally FELS) on language use and student attainment at level 1, including in the production of TU100.

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Associate Lecturer and student views of Science Faculty feedback processes

Sally Jordan Sarah Allman Claire Rostron

This project was funded by the OU's Study Experience Programme New Models of Assessment and Tuition Project.

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Academic literacy and communicating assessment to students on L1 Science Modules

Claire Kotecki Prithvi Shrestha

This project aimed to understand assessment and how it is communicated to students in Level 1 Science with application across STEM subjects.

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Assessment analytics of student engagement with, and performance on, S217 online quizzes

Andrew Norton

This project used analytics information to investigate student engagement with, and attitudes towards, the online interactive quizzes that form part of S217 Physics: from Classical to Quantum.  

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