Inquiry-based learning
Constructivist Roots Inquiry-based learning is nothing new. It has its roots in constructivist ideas about teaching and learning – and these ideas have been steadily working their way through global education systems since the 1960s. It was around this time that figures like Lev Vygotsky and Jean Piaget rose to prominence and popularised ideas about
What lessons can we learn from the Hyflex model?
As part of The University of East London’s development week, we were asked to provide some training on Hyflex course design. This text and video formed part of that training. 1: Core educational values to shape whole learner experience Beatty says that: “Values about learning and instruction help instructors and instructional designers build from a
What are the challenges of a Hyflex approach? (or, why can’t we use it?)
As part of The University of East London’s development week, we were asked to provide some training on Hyflex course design. This text and video formed part of that training. Aha! I hear you say – this is all very well! I’ve just been though the article outlining the benefits of Hyflex methods – but
What are the benefits of a Hyflex approach? (or, what’s good about it?)
As part of The University of East London’s development week, we were asked to provide some training on Hyflex course design. This text and video formed part of that training. There are a number of different benefits to a Hyflex approach, and Beatty organises these into benefits for: The institution For the Students and for
Why are we talking about hyflex course design?
As part of The University of East London’s development week, we were asked to provide some training on Hyflex course design. This text and video formed part of that training. Many of the core aspects of Hyflex methods are just the logical outcome of theoretical shifts in thinking about education, combined with changes in technology,
What is hyflex course design?
As part of The University of East London’s development week, we were asked to provide some training on Hyflex course design. This text and video formed part of that training. HyFlex courses allow students to choose whether to attend face-to-face or online, synchronously or asynchronously. They do this in a dynamic form – meaning that
Fine art students respond to lockdown with a virtual art exhibition
Ruby Khan and Marta Betancourt are contemporary collaborative artists based in London. Currently in their 3rd year of a BA Fine Arts degree at The University of East London, they have been finding new ways to express their art in the face of lockdown restrictions. Without access to studios or workshops, and without being able
Top Tips for Teaching Online
Jonathan Tulloch, Learning Technology Adviser, Centre for Excellence in Learning and Teaching (CELT) It’s rather disheartening. We emerge blinking into the bright new dawn of 2021, only to discover that Covid has not taken the hint from our collective renditions of Auld Lang Syne and is continuing to lock people away in their homes… So,
Careers-focussed pedagogy using anticolonial praxis? Say what now?
Michael Cole, Senior Lecturer, School of Health, Sport & Bioscience, University of East London Most of us in higher education will be familiar with the concept of ‘employability’ and the increasing focus on careers and enterprise (if you haven’t, where have you been hiding? And is there room there for a little one?). Some may
Co-creating with Students in Equality, Diversity and Inclusivity: A Lessons-Learned Toolkit
Esohe Uwadiae (Institutional Equity Officer), Office for Institutional Equity, University of East London On July 8th 2020, a symposium was held entitled ‘Eradicating the Degree Awarding Gap in the Creative Arts’. This symposium was a collaboration between Student Equity Champions at the University of East London (Jasz Brown, Nesmie Constantine, Talyaan Pambou and Louize Williams),