College of Science & Engineering

2018-19 DIP projects

George Tebbutt, Barbara Villa Marcos (Richard Blackburn), Chemistry

Helping students to transition to working and studying with the physical space of the Chemistry Department, through a 360 degree Virtual Reality tour.

Charlotte Dickenson, Rob Briton (Richard Blackburn), Chemistry

Using Computer Aided Design and 3D printing to help students visualise challenging structural properties and interactions of molecules.

Adam Wan and Julia Goedecke, Mathematics

Helping students transition to studying and working with mathematical proofs by providing immediate constructive feedback.

Karim Ahmed & Ahmed Haqqani (Rob Thornton), Engineering

They are interested in enhancing student engagement within lectures. Using a flipped classroom approach, where they provides material for students to work through prior to the session, allowing time for discussion during.

Faduma Abdi & Jeremy Levesley, Mathematics

Using Blackboard to develop a mechanism for students to give feedback and report issues to the department – in response to student requests.

Arjan Marway & Jose Miguel Rojas (Richard Craggs),

Using gamification in software testing as a form of peer assessment, via the programme Code Defenders (Rojas et al. 2017).

Nadir Khan & Eugene Yu-Dong Zhang (Richard Craggs),

Increasing student engagement with, and understanding of, Computational Intelligence and software programming by developing a simulation of an artificial intelligence algorithm using ants following pheromone trails.

2017-18 DIP projects

Richard Blackburn, Chemistry                                                                   
(Digital Advocate)                                                                                                       

icon molecule

Nikita Lack & Paul Cullis, Chemistry & Organic and Biological Chemistry
(Student Digital Associate & Staff Digital Innovator)
Working on a series of short instructional animations to facilitate student building of chemical structures and transition states that can be deployed ahead of lectures. From this students should be able to utilise their pre-built models to improve their understanding of molecule shapes/orientations and their spatial distribution of atoms.

Tabitha Watson & Duncan Parker, Chemistry
(Student Digital Associate & Staff Digital Innovator)
Tests students’ understanding of participant experiment safety through storyboard-based learning. 3-5 different outcomes will be generated, based on the students decisions in the adventure.

icon chemistry

Megan Harmsworth & Andrew Hudson, Chemistry                         
(Student Digital Associate & Staff Digital Innovator)
Looking into the use of OneNote as a shared resource to support new learning ideas within learning and teaching.

Ioannis Kyriakopoulos, Engineering                                                      
(Digital Advocate)

Ashraf Attia & Marina Marinelli, Engineering Management
(Student Digital Associate & Staff Digital Innovator)
Considers using institutional technologies, such as Tophat, to improve the quality of student feedback for staff teaching.

Rob Thorton, Engineering
(Digital Adovcate)

Lorcan Kelleher & Mateusz Bocian, Engineering
(Student Digital Associate & Staff Digital Innovator)
Working on a small-scale project to envision the use of augmented reality in learning.

Aaron Cawte & Cheryl Hurkett, Informatics & Interdisciplinary Science
(Student Digital Associate & Staff Digital Innovator)
Aims to evaluate the use of Microsoft Office 365 Teams in learning and teaching.

icon maths

Ruslan Davidchack, Mathematics
(Digital Advocate)

Octavia Hailes & Edward Hall, Mathematics
(Student Digital Associate & Staff Digital Innovator)
Focusing on the use of electronic work submission in teaching and learning.

Matthew Norris & Andrew Tonks, Mathematics
(Student Digital Associate & Staff Digital Innovator)
Implementing the use of electronic marking for student work submission.