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Archive for the 'Further higher and lifelong education' Category

Six myths and facts about accessibility

By IOE Blog Editor, on 11 March 2025

Four UCL students sitting in a lecture hall and using laptops and tablets.

Accessibility is not just physical access, it also concerns digital products, spaces and services. Credit: Sophie Mitchell for UCL.

11 March 2025

By Leda Kamenopoulou and Ben Watson

What is and what is not accessibility?

Accessibility is often defined as the extent to which products, services and spaces are easy for people with disabilities to access and use. In this blog post, we argue that this is a narrow view and accessibility is a lot more than that. We do this by busting six common misconceptions. (more…)

Anonymised peer-reviewing – help or hindrance?

By IOE Blog Editor, on 11 February 2025

A desk and two pairs of hands reviewing papers.

Credit: imtmphoto via Adobe Stock.

11 February 2025

By David Scott

This short piece is a plea for full disclosure in processes of peer review and evaluation in academia. It stems from a philosophy of research explained in the trilogy of books that I have just published with UCL Press: On Learning: A General Theory of Objects and Object-Relations (2021); the edited collection On Learning: volume 2, Philosophy, Concepts and Practices (2024); and On Learning: volume 3, Curriculum, Knowledge and Ethics (2025). It is also reflected in my latest publication, On Learning and Ethics: Philosophy, Knowledge and Normativity (2025, Ethics International Press). That philosophy of research is underpinned by a semantic and valorised epistemology – meanings and values are prioritised – and by a careful and ethical approach to the world. (more…)

A decolonised curriculum: principles and values

By IOE Blog Editor, on 28 January 2025

Back of students sitting on black chairs in classroom.

Credit: Sam Balye via Unsplash.

28 January 2025

By Sandra Leaton-Gray and David Scott, with Rita Chawla-Duggan, University of Bath

In many higher education institutions, best practice principles for curriculum design frequently reflect a model that perpetuates colonial assumptions about knowledge, learning, and assessment. These principles, ranging from “cutting-edge content” to “optimised engagement”, prioritise well-recognised measurable benchmarks and notions of corporate efficiency while failing to interrogate the power structures embedded in curricula. A decolonised curriculum, on the other hand, challenges these assumptions and offers a transformative approach to education. In this blog post we analyse what that means and how it might best be achieved, drawing on learning from other, interconnected parts of the education system. (more…)

Enhancing higher education access for highly skilled refugees and asylum seekers

By IOE Blog Editor, on 21 January 2025

An outstretched hand holding a graduation cap with yellow tassel against a blurry background.

Credit: EduLife Photos via Adobe Stock.

21 January 2025

By Aine McAllister

Highly skilled refugees and asylum seekers encounter multifaceted barriers to accessing postgraduate study in UK higher education. These include wider societal and structural barriers as well as those specific to university entry. Often, the latter is a twofold barrier: to access at all, and to access commensurate with existing qualifications, professional experience and achievements. (more…)

Top tips for accessible live content delivery: supporting students with hearing needs

By IOE Blog Editor, on 29 October 2024

Man speaking to an audience sat around him with a slide in the background of "Welcome" written in different languages. Credit Mary Hinkley for UCL

UCL speaker presenting with a microphone. Credit: Mary Hinkley for UCL.

29 October 2024

By Leda Kamenopoulou

Synchronous accessibility can be challenging

In a previous IOE blog, I wrote about accessibility as a right and not an option, and I summarised key actions for creating accessible digital content, such as Word and PowerPoint documents. These resources, however, are almost always created asynchronously. In this post, I consider how to make sure live teaching delivery is accessible, focusing in this instance on the needs of students with hearing impairment. I list best practices that I recommend as an expert on inclusive education and sensory accessibility, and as a programme leader for UCL’s Special and Inclusive Education MA, experienced in putting reasonable adjustments in place for our students. (more…)

If owt’s been dunn ‘ere, Miss Punnett’s dunnit: The Punnett Hall

By IOE Blog Editor, on 22 October 2024

Man wearing glasses and a blue suit stands in front of a projected slide of a woman and the text "IOE Events".

Li Wei, Director and Dean of IOE, UCL’s Faculty of Education and Society, at the launch event for Punnett Hall. He stands in front of a slide with a picture of Margaret Punnett and the text “IOE Events”. Credit: IOE Communications.

22 October 2024

By Georgina Brewis

As IOE celebrates one of its founding leaders, Margaret Punnett, in the naming of its space, Georgina Brewis, Professor of Social History, reflects on the path of pioneering women in the early 1900s and their recognition in the fabric of university campuses today.

Margaret Punnett (1867–1946) was born in Lincolnshire in 1867. She was born just at the right time for middle-class women to receive a better education than their mothers – she was educated at South Hampstead High School and went on to take a University of London BA in German and Mathematics in 1889. Again, this was good timing, as the University had only opened its degrees to women in 1878. (more…)

Tackling food waste on campus through a design-based approach

By IOE Blog Editor, on 3 October 2024

Top view of food waste being thrown into bin.

Credit: gpointstudio via Adobe Stock

3 October 2024

By Andrea Gauthier, Mina Vasalou, Yang Yang and Team FoodWiser: Sanya Bajaj, Enying Chen, Xinyue Dong, Thi Huyen Mi Nguyen

As the new academic year begins, we reflect on our ‘Digital Design Thinking and Making’ (DDTM) module, which is part of IOE’s Education and Technology MA. The aim of DDTM is to support the critical understanding and application of design to educational technologies, with a focus on environmental sustainability. Taking a research-based design approach rooted in creative design practice, during Spring 2024 the student team ‘FoodWiser’ worked with UCL’s caterer, Gather and Gather, to develop a new digital tool for tackling food waste in the UCL halls of residence cafeteria. Food waste isn’t just an annoying problem of dealing with leftovers: each discarded plate of food means wasted resources and unnecessarily inflated greenhouse gases. (more…)

Can we level the social sciences playing field? Reflections from CLS’s first-ever summer school

By Blog Editor, IOE Digital, on 24 October 2023

Blurred figures of football players in red and yellow kit on a sunny green sports field.

Credit: Annanahabed / Adobe.

24 October 2023

By Charis Bridger Staatz

The year 2023 marked many things: the coronation of the UK’s new King, the coinage of the term “Barbenheimer”, and, perhaps most importantly, the inaugural Centre for Longitudinal Studies (CLS) Year 12 Summer School ‘Harnessing the power of longitudinal research for policy impact’.

Our motivations behind the summer school were twofold: to contribute to widening participation efforts in general across the higher education sector, and to support greater diversity in the social science researcher pipeline. Our experience showed the real potential of programmes that give under-represented school students the opportunity to work directly with university departments on scholarly research, especially when that is over an extended period. Such programmes can make a distinct contribution to showcasing that university is a realistic, and hopefully desirable place for young people to be. They can also be incredibly rewarding for the academics who lead them. (more…)

The challenges of moving on from ‘teaching-as-telling’ (in higher education) – and some steps that can help convert new ideas into new practices

By Blog Editor, IOE Digital, on 15 June 2023

Lecturer moving in front of a university workshop class

Credit: Mat Wright for UCL IOE

15 June 2023

By Gwyneth Hughes

Even the most experienced teachers can struggle to innovate their teaching practice. But how well are we serving these tutors in realising that end point? My research highlighted the value of explicitly scaffolding teachers’ reflection on their practice with theories of teacher development and learners and learning – to support their development as teachers but also keep expectations in check and motivating.

There is an increased expectation that teachers in further and higher education should be trained in teaching, learning and assessment. The most common route to this end is a one-year Postgraduate Certificate in Higher Education programme. In general, there is evidence of broad benefit from such programmes, but their contribution to developing the teacher’s conception of teaching/learning such that it supports parallel changes to their actual teaching practice is not so well-established.

(more…)

Working class young people still often rely on luck for social mobility

By Blog Editor, IOE Digital, on 13 June 2023

Young woman crossed fingers for luck. Credit: Kues1 via Adobe

Credit: Kues1 via Adobe

13 June 2023

By Louise Archer 

This article was originally published on Wonkhe.

What is the secret of social mobility? How and why do some working class young people “go against the grain” to succeed educationally?

Our recent ASPIRES study, based at UCL, found that luck seems to play a key role in creating opportunities for social mobility.

The study draws on insights from over 200 longitudinal interviews conducted with 20 working class young people and 22 of their parents over an 11-year period, from age 10-21. (more…)