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

141 results found

Creative Climate Learning: common resources on environmental change

Joe Smith

Creative Climate is a long-term online environmental communications initiative that gathers accounts of people’s understanding and action on environmental change issues.

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Geospatial technologies in distance learning and teaching in Science

Tom Argles Sarah Davies

Geospatial technologies (that underpin services such as Google Earth™, ArcGIS™, remote sensing and GPS) can be used to help students grasp difficult or threshold concepts, such as 3D visualisation, and improve their spatial thinking skills, or ‘spatial literacy’.

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Infinite Bandwidth Zero Latency - IBZL2

Steve Walker

IBZL is a thought experiment. It starts from the question: what if bandwidth (and latency) in networks like the internet didn't matter any more? What would become possible?

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iChart - Interactive Exploration of Data Charts

Michel Wermelinger

Data charts are used in many magazines, newspapers and official reports. Data journalism is on the rise. Big data is a familiar buzz word. And yet the public in general often does not have an easy way to explore the data and statistics that are thrown at them to justify a particular argument.

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Developing practice in online synchronous tuition by peer observation, feedback and reflection

Mark Jones

An issue in adoption of online synchronous tutorials (such as OU Live) is that training and development tends to focus on technical usage rather than reflection on teaching practice.

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Hybrid/Digital Networked Learning scruffy mongrel or sleek new breed?

Elaine Thomas Steve Walker Sarah Davies

The ‘Hybrid Digital Material Networked Learning’ project or 'The Mongrel Project’ aimed to explore learning experiences involving networked physical and digital resources.

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SDK125 Student Intentions and Retention Study

Basiro Davey

SDK125 (Introducing health sciences) registrations have increased from <400 students in 2007 to a combined total of >2,000 in dual presentations in 2012/13, but in the last two years, retention has inexplicably fallen from previous sustained levels around the Science average rate.

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Understanding the challenges of learning to program at level 2

Chris Douce

Learning to program is a skill that some students struggle with.  TT284, Web Technologies, requires students to write code using a number of different programming languages: Javascript, PHP and Google AppInventor. Many students who take TT284 would have completed TU10

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The use of smart phones to enhance teaching in environmental engineering and environmental science modules

Suresh Nesaratnam Shahram Taherzadeh

This study considered the availability of smart phone environmental apps that could be used in the teaching of environmental engineering and environmental science. Several apps in the field of noise, water and air were found to be freely available on the Internet.

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An investigation into the use of Artificial Neural Networks to predict student failure, and the efficacy of sustainable additional support for those students

John Woodthorpe

The project analysed Virtual Learning Enviornment (VLE) data with Artificial Neural Networks (ANNs), in order to identify patterns of behaviour that correlate with the likelihood of a student failing the End of Module Assessment (EMA).

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