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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:

  • 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.

The search found 264 result(s)

Search results

    The Use of Learning Analytics in STEM over 4 years

  1. Tom OlneyCarlton Wood

    2. Learning analytics is a rapidly expanding area of interest for many higher education institutions.

    May 2022 to August 2024

    Haptic thinking; identifying haptic tooling interventions for an online design course

  2. Lisa Bowers

    3. Highly Commended at the 1st eSTEeM Scholarship Projects of the Year Awards 2018 under the category – Innovative/Original Approach to Teaching.

    June 2015 to January 2018

    Exploring the impact of virtual reality on engagement and accessibility of tutorials for students studying S296

  3. Sarah DaniellLorraine WatersKatja Rietdorf

    4. With many students opting to defer part way through a presentation and fewer attending live tutorials in Adobe Connect (AC), this project proposes to pilot the introduction of a series of four short (20-30 minute) tutorials using the Mozilla Hubs Virtual Reality (VR) platform on S296, Cell an

    May 2023 to September 2024

    Transforming learning and assessment through didactic games in virtual calculus classroom

  4. Ivan Sudakow Andrey Umerski

    5. Didactic games can be a valuable tool that, when coupled with traditional lectures, allows the student to become immersed in the subject, creating a kinetic and energetic environment that will not only help to learn but spark interest in mathematics.

    May 2023 to July 2024

    Developing robust assessment in the light of Generative AI developments

  5. Daniel GoochKevin WaughMike Richards

    6. Generative AI tools can produce compelling text, even to University assessment questions. Our research has demonstrated that this poses a risk to the OU, as current versions of ChatGPT can produce material sufficient to pass undergraduate modules.

    January 2024 to September 2025

    OELAssist - Enhancing the Open Engineering Lab (OEL) Student Experience

  6. Dhouha KbaierAndrew Mason

    7. We propose the development of OELAssist, a comprehensive system designed to revolutionise the student experience within the Open Engineering Lab (OEL) by addressing challenges faced by students during experiments.

    November 2023 to November 2025

    The AI Design Ed project

  7. AnnMarie McKennaCatherine Scott

    8. The aim of the project is to explore student views and identify appropriate and accessible applications for generative image AI tools for co-ideation in design education.

    June 2024 to December 2025

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

  8. Peter Taylor

    9. 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 was evaluated.

    April 2011 to September 2014

    ArguEd Argumentation Education

  9. Paul Piwek

    10. 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.

    June 2011 to March 2014

    Transforming retention and progression in a new Level 1 course

  10. Chris Dobbyn

    11. 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.

    June 2011 to May 2014

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