Creating a visual learning journey in S209: an accessible overview of key milestones in an undergraduate science module helping students to see links and stay motivated

Project leader(s): Arabelle Bentley Iris Verhagen
Theme: Supporting students
Faculty: STEM
Status: Current
Dates: June 2025 to September 2026

The aim of this project is to design and implement a detailed visual, interactive map of the learning pathway in S209 (Earth Science) that students will be able to access for the duration of the module. Not only will this map provide an accessible overview of the module content, it will also highlight the relationships between topics and key concepts, give an overview of the main learning outcomes, outline the skills developed during the module, and signpost students to the key module website content (e.g. Resources).

There is evidence from the module (e.g., forum discussions, information from ALs) that students are often overwhelmed at the start of S209, having to come to grips with a lot of new concepts, and that they do not always engage with additional materials, e.g. Resources. Although S209 provides students with a Module Guide and a Study Planner, neither of these documents fully explains the learning pathway in an accessible and holistic way. Wilson and Bruni-Bossio (2020) show that using visuals can help students feel more confident in the ability to understand the module content and make linkages between tasks and learning outcomes (see also the Rationale below). This is what we would like to trial on S209 in the form of a visual and, where possible, interactive, learning journey.

By engaging students with the entire module from the start through an accessible visual learning journey, we aim to have a positive impact on the students’ confidence, engagement, and retention throughout the module. We hope that our findings will help inform similar initiatives in other modules in our School as well as more widely across STEM.