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Supporting students

Using Student Analytics with tutors to increase retention

  • Katie Chicot

    • Highly Commended at the 2nd eSTEeM Scholarship Projects of the Year Awards 2019 under the category - Enhancing the Student Experience.

    November 2017 to August 2018

    Analytics for tracking student engagement

  • Christine Gardner

    • Although there has been much research in the area of data analytics in recent years (e.g. Shum and Ferguson 2012), there are questions regarding which analytic methodologies can be most effective in informing higher education teaching and learning practices (Gibson and de Freitas, 2016).

    October 2017 to February 2021

    Active learning in synchronous online tuition: increasing student interaction

  • Katrine Rogers

    • Highly Commended at the 3rd eSTEeM Scholarship Projects of the Year Awards 2020 under the category – Enhancing the Student Experience.

    September 2017 to July 2019

    Wisdom from Groups

  • Simon Bell

    • The project themes can be set out in short hand as follows: Online group work. How we get better at it, the need to do more, providing students with experience, innovation in method and reaching out by means of a story set out in a graphic novel.

    October 2017 to March 2019

    Use of Adobe Connect recordings of ‘live mathematics’ and discussion forums on a level 3 Pure mathematics module in order to enable students to move to a growth mindset in maths and to add a social dimension to learning mathematics

  • Hayley RyderTacey O'Neil

    • There is much research regarding students who struggle mathematically early (school, Y1 UG) but not for good students who `hit a wall’ at level 3. Some persevere while others drop-out.

    October 2017 to September 2024

    Supporting the student’s learning journey through the transition of mathematics and statistics from level 2 to level 3

  • Alison BromleyRachel HilliamGareth WilliamsGaynor ArrowsmithAlex SiddonsSue Pawley

    • Mathematics and Statistics are linear subjects where success at higher levels depends on firm foundations, it is likened to a carpenter who is only capable of making a beautiful piece of furniture once they understand how a hammer and nail work.

    May 2017 to September 2023

    Towards A Structured Process for Involving ALs in Module Tuition Strategy Design and Review

  • Ann Walshe

    • Following the introduction of the Group Tuition Policy (GTP) in 2016, Associate Lecturers (ALs) were given the opportunity in 2017 to feed back into a review of the newly created module tuition strategies. In the STEM Faculty a Toolkit was provided to support the review.

    May 2017 to January 2019

    Utilising the Teaching Tricky Topic process to Identify and Address Student Misunderstandings across Three OU Modules

  • Elizabeth FitzGeraldRob JanesElaine MooreJo Iacovides

    • In summary, this project aimed to create shared understandings of disciplinary misconceptions (Tricky Topics) in particular modules, and to create new ways of overcoming those misconceptions.

    May 2017 to January 2019

    Supporting MST224 students with bridging material during their transition from level one mathematics

  • Sue PawleyChris Hughes

    • Using funding from eSTEeM, we have created an interactive website and series of online tutorials under the umbrella of Revise and Refresh (R&R) for MST224: Mathematical methods.

    May 2017 to November 2018

    A Flexible Start to M140

  • Carol Calvert

    • Winner of the 1st eSTEeM Scholarship Projects of the Year Award 2018 under the category – Enhancing the Student Experience.

    May 2017 to August 2018

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