The project – which will also explore innovative new ways to help students during their application to study some courses at Cambridge, and investigate new ways of teaching students during their time at Cambridge - is part of the University’s work to encourage more applications from under-represented groups.
The first pilot, STEM Start, was launched over the summer and provided subject revision and support for all students preparing to start their Natural Sciences course at the University this month (October). In particular, the four-week online bridging programme aimed to build fluency and confidence in students who are less familiar with the demands that university study will make on their subject understanding, as well as their life skills.
STEM Start incorporates the University’s Isaac Physics online programme, a mass-scale, national project which is already used by students in 78% of English schools. The initiative – which won the 2019 Lawrence Bragg Medal and Prize - harnesses technology to help all students, especially those exposed to the national shortage of physics teachers, who can consequently be at a social disadvantage in pursuing STEM at university.
The pilot also introduced new students to some of the learning systems used at Cambridge and aimed to familiarise them with university life ahead of their arrival at the University.
Although face-to-face teaching such as lectures and small-group teaching will remain at the heart of a Cambridge education, the University strongly believes there is scope for it to make greater strides in implementing technology to support teaching practice.
As part of TELP, the University aims to launch more pilot studies between now and April 2020, looking at components of blended courses and fully-online courses, to support both existing taught provision and the development of distance learning. The pilots will investigate further support for A-Level students during their application to study some courses at Cambridge; opportunities to enhance undergraduate learning, for example elements of some courses could be taught online to allow students to make the most of staff contact time for practical work, and opportunities for online peer learning and discussion forums to benefit postgraduate students.
Michael Cresswell, Technology Enabled Learning Programme Lead, said: “The pilot programme signals a new direction for the University in the way it aims to use digital technology to support teaching and learning for students. In particular, the potential that online tools hold for reaching out to and supporting prospective students from under-represented groups - both in the application process and during their preparation for the start of their course - is hugely exciting.”
Professor Graham Virgo, Senior Pro-Vice-Chancellor (Education), said: “Digital technology has a crucial role to play in Cambridge’s educational experience and it is essential that we maximise the benefits of the most up-to-date innovations. As well as exploring how new technology can support students already studying at Cambridge, the TELP programme will also allow us to examine opportunities for new teaching programmes aimed at particular learner groups, with different needs, to make sure that the most talented people are encouraged to apply to Cambridge regardless of their background.”
Digital technology is being used to support students as they transition from school to university as part of a programme of pilot studies - The Technology Enabled Learning Project (TELP) - under way at the University of Cambridge.
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