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eSTEeM 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:

  • Innovative assessment
  • International curriculum delivery
  • Online/onscreen STEM practice
  • STEM engagement
  • 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.

The search found 239 result(s)

Search results

    Pair marking: Working together to improve our teaching

  1. Nigel GibsonKate Sim
  2. This project aims to investigate using dynamically shared marking documents to support new tutors. In the process it will also provide this group some additional mentoring, and it allow experienced tutors to reflect on their own work and to share and develop good practice.

    October 2021 to April 2023

    An evaluation of the impact of changes to assessment practice in a second-year object-oriented Java programming module

  3. Anton DilSharon Dawes
  4. M250, Object-oriented Java Programming, relaunched in 2021J with new teaching material and a changed assessment strategy in which formative assessment, including coding exercises, is embedded in online teaching material (rather than in separate quizzes or in a textbook) and is marked automaticall

    April 2022 to April 2023

    Changing times, changing pedagogies

  5. Rachel Hilliam
  6. Since March 2020, there has been much change in the higher education learning and teaching of the mathematical sciences. With the onset of Covid19, universities have needed to rapidly adapt their to teaching to an online environment.

    April 2022 to December 2022

    How should formative assessments be assessed? A study of S217 online quizzes

  7. Jonathan NylkAndy Diament
  8. The aim of this project is to evaluate the level of student engagement with the online quizzes on S217 Physics: from Classical to Quantum, comparing the current model of assessment with a formative thresholded assessment model which has been shown to have a marked positive impact on stud

    November 2022 to August 2023

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

  9. Mark Jones
  10. 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.

    August 2011 to February 2016

    SDK125 Student Intentions and Retention Study

  11. Basiro Davey
  12. SDK125 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.

    July 2013 to July 2014

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

  13. John Woodthorpe
  14. The project analysed VLE data with Artificial Neural Networks (ANNs), in order to identify patterns of behaviour that correlate with the likelihood of a student failing the EMA.

    December 2013 to March 2016

    A quantitative and qualitative investigation into communications sent to students for selected level 1 MST and science modules

  15. Linda Robson
  16. The Open University as a distance teaching organisation uses email communication as the main method of communication with students.

    December 2014 to December 2015

    Perceptions, Expectations and Experience of Group Tuition: towards a shared understanding amongst stakeholders

  17. Ann WalsheAnne-Marie Gallen
  18. Highly Commended at the 1st eSTEeM Scholarship Projects of the Year Awards 2018 under the category – Enhancing the Student Experience.

    March 2015 to July 2017

    Breaking the coding barrier: transition from Level 1 to Level 2 programming

  19. Frances Chetwynd
  20. In this research we have investigated the use of a visual-based programming language at HE Stage 1 for beginner programmers.

    June 2015 to July 2018

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