Professional Services https://qmro.qmul.ac.uk/xmlui/handle/123456789/3519 Publications and Projects Relating to Professional Services 2020-07-11T09:03:44Z A Parallel Cellular Automata Lattice Boltzmann Method for Convection-Driven Solidification https://qmro.qmul.ac.uk/xmlui/handle/123456789/62406 A Parallel Cellular Automata Lattice Boltzmann Method for Convection-Driven Solidification Kao, A; Krastins, I; Alexandrakis, M; Shevchenko, N; Eckert, S; Pericleous, K 2019-01-01T00:00:00Z Drop-in sessions as an effective format for teaching information literacy: A case study in the medical and dental libraries at queen mary university of London https://qmro.qmul.ac.uk/xmlui/handle/123456789/36608 Drop-in sessions as an effective format for teaching information literacy: A case study in the medical and dental libraries at queen mary university of London Funnell, P © 2015, CILIP Information Literacy Group. All Rights Reserved. Information literacy (IL) skills are increasingly becoming acknowledged as vital lifelong skills, necessary to thrive in education, research and the workplace. IL is taught in a variety of formats in higher education. The purpose of this study is to examine the use of drop-in sessions as an effective format to meet the need for ongoing IL teaching. Although research has previously been carried out on various formats of IL teaching, there is little research specifically investigating the effectiveness of drop-in sessions. This study aims to add to the current body of knowledge by examining the experience of providing drop-in IL sessions at the Medical and Dental Libraries at Queen Mary University of London. These sessions have now been running for five years and data has been gathered from attendance statistics, evaluation forms and follow-up questionnaires in order to evaluate their effectiveness for teaching IL skills. The study shows that drop-in sessions can provide the desired one-to-one, personalised, hands-on teaching, delivered in an informal environment. Good attendance figures, high levels of satisfaction and the perceived positive impact on IL skills demonstrate that drop-in sessions can be used as an effective format for IL teaching. The study provides evidence of good practice for those looking at how best to provide ongoing IL teaching. 2015-12-01T00:00:00Z Using audience response systems to enhance student engagement and learning in information literacy teaching https://qmro.qmul.ac.uk/xmlui/handle/123456789/36607 Using audience response systems to enhance student engagement and learning in information literacy teaching FUNNELL, PA One of the key challenges in Information Literacy (IL) teaching in higher education is ensuring student engagement. As such, active learning approaches are encouraged in order to maximise student participation and interaction with the teaching. The use of audience response systems (ARSs) is one active learning approach which is being used increasingly in IL teaching. The purpose of this study is to investigate the effectiveness of ARSs in terms of increased engagement and student learning. Previous research has explored the use of ARSs as an active learning approach in comparison to traditional lectures, but this study aims to specifically examine the effectiveness of these tools as part of an active learning pedagogy. Most existing studies have looked at a single ARS, usually clickers. With an increase in availability and functionality of online tools, and discussions at a university level about moving to a single system which makes use of students’ own devices, this study also aims to compare the effectiveness of clickers and online ARSs. A controlled study was carried out on two cohorts of medical students at Queen Mary University of London comparing the use of clickers, online response tools, or a mixture of the two, to teaching without ARSs. Class observation and student evaluation were used to measure student engagement, and quizzes and student confidence levels to measure student learning. Results of the study showed that ARSs, when used as part of an active learning pedagogy, are an effective tool in terms of increasing student engagement, and have a generally positive impact on student learning, with online tools being slightly more effective than clickers. The study provides evidence which can be used by IL practitioners to help integrate ARSs into their teaching as well as inform institutional decisions on the use of these tools. 2017-12-03T00:00:00Z The financial circumstances associated with high and low wellbeing in undergraduate students: a case study of an English Russell Group institution https://qmro.qmul.ac.uk/xmlui/handle/123456789/31623 The financial circumstances associated with high and low wellbeing in undergraduate students: a case study of an English Russell Group institution BENSON-EGGLENTON, J 2018-01-16T00:00:00Z
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