Learning Enhancement and Development Educational Research Centre
LEaDER - The centre for educational research at City, University of London
The Learning Enhancement and Development Educational Research (LEaDER) Centre is a space for staff at City engaged in pedagogic research to link with others and to access expertise from members of the LEaD academic team.
- Research & Projects
- PhD Studies
- Lecture & Seminar Series
- Case Studies
- Journal Club
Current PhD Projects
What influences nurses when they make career decisions? - Alison Coutts
Building Critical Thinking and Problem Solving Skills Utilising Student-Centred Edtech - Greg Blackburn
The LEaDER launch event took place on 8th January 2019 with a keynote from Professor Tansy Jessop.
We plan to run a research seminar/plenary session with an external speaker on a regular basis.
Here is a list of the sessions that have taken place so far - with links to further information about each one:
Tuesday 8th January 2019
Professor Tansy Jessop
This talk explores the potential of pedagogic research to influence the very fabric of a university by changing how we think about teaching and how we teach. In every other aspect of university life, disciplinary academics rely on evidence: reading, thinking and generating new knowledge to stay fresh and alive to developments in their field, yet research about teaching is done by a few enthusiasts and treated like a nice-to-have hobby.
Wednesday 30th October 2019
This session will provide participants with an opportunity to explore the structure of academic papers, and analyse academic writing; identify appropriate dissemination outlets for educational/ pedagogic research, and help understand the grading process for the Research Evaluation Framework (REF). During the workshop you will explore what it means to produce a ‘three star’ paper, and consider – in the context of your own research project – how you could enhance the quality of your publications. The workshop will also offer some tips for choosing journals and assessing their quality; and engage participants in a discussion of strategies for coping with differing reviewer feedback.
Wednesday 30th October 2019
Professor Reid-Searl will present her innovative work around simulation focusing on the techniques of Mask Ed and Pup Ed. These approaches to simulation focus on patient centred care and provide learners with the most realistic and humanistic simulation experiences whilst still in the context of a classroom. The presentation will not only include an explanation of the pedagogy but will also provide a demonstration of the techniques. These approaches to simulation are now being taken up by educators world wide and as research confirms, they make a difference to the learner experience.
LEaDER has produced a series of Research and Practice informed case studies in which City, University staff discuss their experiences of teaching.
These are now available to view via the links below:
Luke’s research explores intellectual property law and his teaching encourages students to recognise the impact that intellectual property law has on their day-to-day experiences. He illustrates his teaching with high-profile cases from the news and highlights relevant content via social media.
Scott is director of the Mergers and Acquisitions Research Centre at Cass and the former CEO and Director of Executive Education. He has twenty-four years of industry experience, having worked for a variety of organisations including Deutsche Bank, Booz Allen & Hamilton, and Morgan Stanley. Scott uses his industry experience to share real-world case studies with his students, giving them valuable insights into issues they may face in their future careers.
Both Janet and Karen began their careers as nurses and have been teaching at City for nineteen and twenty-eight years respectively. They have developed a range of innovative techniques to enhance their teaching. In this video they discuss their collaborative approach to developing pioneering teaching methods, explaining how they draw on student feedback to develop their practice and to contribute to their research.
Paul’s teaching is rooted in his professional experience as a journalist. He uses practical activities and experiential learning to help students gain skills that will prepare them for life in their chosen career.
Joana teaches both theoretical and applied modules in Geotechnical Engineering. Her research takes a discrete approach to analysing the behaviour of soil. She designs her teaching to equip her students with the tools to work either in industry, where they will be implementing research, or to become researchers themselves, investigating the engineering problems that industry needs solving. Drawing on student feedback, Joana bases her teaching on real-world examples that she has encountered in her consultancy work, so that students can appreciate the practical implications of the theory they are learning.
Sara works in the Faculty of Management at Cass Business School, where she researches the intersection between digital and creativity. Her work looks at the development, use, and evaluation of computational tools and technologies that can support and augment human creative and innovation processes in a range of different contexts.
Shah, R. ORCID: 0000-0002-6134-0936, Ctori, I. ORCID: 0000-0003-1523-4996, Edgar, D. F ORCID: 0000-0001-9004-264X and Parker, P. M. ORCID: 0000-0002-0920-7804 (2021). Use of standardised patients in optometry training. Clinical and Experimental Optometry, doi: 10.1080/08164622.2021.1896332
Parker, P. M. (2020). Developing staff assessment literacy skills. In: Baughan, P. (Ed.), On Your Marks: Learner-focused Feedback Practices and Feedback Literacy. (pp. 123-128). York, UK: Advance HE. ISBN 978-1-9163593-2-1
Quinsee, S. ORCID: 0000-0001-6433-8877 and Parker, P. M. (2020). CIRCLE: a cyclical approach to stakeholder engagement for change management. In: Potter, J. and Devecchi, C. (Eds.), Delivering Educational Change in Higher Education. (pp. 139-149). Abingdon, UK: Routledge. ISBN 9780367147839
Secker, J. ORCID: 0000-0002-3047-1212 (2020). Understanding the role of technology in academic practice through a lens of openness. In: INTED2020 Proceedings. (pp. 5363-5368). Valencia, Spain: IATED. ISBN 978-84-09-17939-8
Gadd, E., Morrison, C. and Secker, J. ORCID: 0000-0002-3047-1212 (2019). The Impact of Open Access on Teaching—How Far Have We Come?. Publications, 7(3), 56.. doi: 10.3390/publications7030056
Secker, J. ORCID: 0000-0002-3047-1212, Morrison, C.M. and Nilsson, I-L. (2019). Copyright Literacy and the Role of Librarians as Educators and Advocates. Journal of Copyright in Education & Librarianship, 3(2), doi: 10.17161/jcel.v3i2.6927
Parker, P. M., Quinsee, S. ORCID: 0000-0001-6433-8877 and Knight, R. A. ORCID: 0000-0002-7804-7250 (2019). Continuing professional development and maintaining good standing of fellows of the higher education academy. Paper presented at the 13th International Technology, Education and Development Conference, 11-13 Mar 2019, Valencia, Spain.
Quinsee, S. ORCID: 0000-0001-6433-8877 and Jones-Devitt, S. (2018). Enhancing the Impact of National Teaching Fellows: Critical Success Factors. York: Advance HE.
Secker, J. (2018). The revised CILIP definition of information literacy. Journal of Information Literacy, 12(1), pp. 156-158. doi: 10.11645/12.1.2454
Secker, J. and Morrison, C. (2018). Copyright literacy in the UK: Understanding library and information professionals’ experiences of copyright. In: A Framework for Creative Visualization-Opportunities Workshops. (pp. 95-108). New York: Taylor & Francis. ISBN 9781317268352
Attenborough, J. ORCID: 0000-0002-4018-8445, Knight, R.-A. ORCID: 0000-0002-7804-7250 and Parker, P. M. (2018). Undergraduate student views about assessment workload. Educational Developments, 19(3), pp. 14-16.
Mizrachi, D., Salaz, A., Kurbanoglu, S., Boustany, J., Todorova, T., Yantao, P., Zhang, J., Zivkovic, D., Pesut, D., Kortelainen, T., Bar-Ilan, J., Aharony, N., Collina, E., Krumina, L., Geagea, H., Ghinculov, S., Landoy, A., Gastinger, A., de la Vega, A., Terra, A., Johnston, N., Repanovici, A., Vilar, P., Schneider, R., Dogan, G., Kurbanoglu, S., Jamal, P., Bawden, D. ORCID: 0000-0002-0478-6456, Secker, J., Morrison, C.M., Salaz, A., Mizrachi, D., Boustany, J. and ARFIS Research Group, . (2018). Academic reading format preferences and behaviors among university students worldwide: A comparative survey analysis. PLoS ONE, 13(5), e0197444. doi: 10.1371/journal.pone.0197444
Secker, J. (2017). Students in the SADL: lessons from LSE’s digital literacy programme. In: Reedy, K. and Parker, J. (Eds.), Digital Literacy Unpacked. (pp. 83-96). London: Facet Publishing. ISBN 178330197X
Secker, J. (2017). The trouble with terminology: rehabilitating and rethinking ‘Digital Literacy'. In: Reedy, K. and Parker, J. (Eds.), Digital Literacy Unpacked. (pp. 3-16). London: Facet Publishing. ISBN 178330197X
Secker, J. (2017). ECIL 2017. Celebrating difference, while being mindful of what we love: Conference report from the fifth european conference on information literacy. Journal of Information Literacy, 11(2), pp. 122-124. doi: 10.11645/11.2.2315
Walker, S., Parker, P. M. and Scamell, A. (2017). Expertise in physiological breech birth: A mixed-methods study. Birth, doi: 10.1111/birt.12326
Walker, S., Scamell, M. and Parker, P. M. (2017). Deliberate acquisition of competence in physiological breech birth: A grounded theory study. Women and Birth, doi: 10.1016/j.wombi.2017.09.008
Walker, S., Breslin, E., Scamell, A. and Parker, P. M. (2017). Effectiveness of vaginal breech birth training strategies: an integrative review of the literature. Birth, doi: 10.1111/birt.12280
Todorova, T., Kurbanoglu, S., Boustany, J., Dogan, G., Saunders, L., Horvath, A. R., Terra, A., Landøy, A., Repanovici, A., Morrison, C.M., Vanderkast, E. J. S., Secker, J., Rudzioniene, J., Kortelainen, T. and Koltay, T. (2017). Information professionals and copyright literacy: a multinational study. Library Management, 38(6-7), pp. 323-344. doi: 10.1108/LM-01-2017-0007
Jones, R., Philbin, M. and Secker, J. (2017). TeenTech: getting young people engaged with information literacy. CILIP Update, Sept, pp. 34-38.
Morrison, C.M. and Secker, J. (2017). Understanding librarians’ experiences of copyright: findings from a phenomenographic study of UK information professionals. Library Management, 38(6/7), pp. 354-368. doi: 10.1108/LM-01-2017-0011
Secker, J., Morrison, C.M., Stewart, N. and Horton, L. (2016). To boldly go… the librarian's role in text and data mining. CILIP Update Magazine,
Walker, S., Scamell, M. and Parker, P. M. (2016). Principles of physiological breech birth practice: a Delphi study. Midwifery, doi: 10.1016/j.midw.2016.09.003
Secker, J. and Morrison, C.M. (2016). Copyright education and training. In: Secker, J. and Morrison, C.M. (Eds.), Copyright education and training. (pp. 211-238). London, UK: Facet Publishing. ISBN 1783300604
Walker, S., Scamell, A. and Parker, P. M. (2016). Standards for maternity care professionals facilitating planned upright breech births: a Delphi consensus technique study. Midwifery, 34, pp. 7-14. doi: 10.1016/j.midw.2016.01.007
Parker, P. M. (2016). Personal Tutoring enhancing staff and student experiences. Paper presented at the 10th International Technology, Education and Development Conference, 7-9 Mar 2016, Valencia, Spain.
Rios-Amaya, J. and Secker, J. (2016). Choosing between print and electronic…or keeping both? Academic reading format international study (ARFIS) UK report.. London, UK: Learning Technology and Innovation (LTI).
Rios-Amaya, J., Secker, J. and Morrison, C.M. (2016). Lecture recording in higher education: Risky business or evolving open practice. UK: LSE; University of Kent.
Secker, J. and Morrison, C.M. (2016). Copyright literacy in the UK: tackling anxiety through learning and games. Paper presented at the LILAC 2016, 21-23 Mar 2016, Dublin, Ireland.
Secker, J. and Morrison, C.M. (2016). From anxiety to empowerment: supporting librarians develop copyright literacy. ALISS Quarterly, 12(1), pp. 10-13.
Secker, J. and Morrison, C.M. (2016). Understanding Librarians’ Experiences of Copyright: Initial Findings from a Phenomenographic Study of UK Librarians. Paper presented at the 4th European Conference on Information Literacy (ECIL), 10-13 Oct 2016, Prague, Czech Republic.
Wang, Y., Secker, J. and Gomes, S. (2016). Student ambassadors for digital literacy (SADL): evaluation & impact report 2015/16. London, UK: London School of Economics.
Baughan, P., Lindsay, S. and Parker, P. M. (2015). Common themes and missing pieces: the educational value of postgraduate teaching development programmes. Compass: Journal of Learning and Teaching, 7(11),
Morrison, C.M. and Secker, J. (2015). Copyright Literacy in the UK: European Conference on Information Literacy 2015. Paper presented at the European Conference on Information Literacy (2015), 19-23 Oct 2015, Tallinn, Estonia.
Secker, J. and Morrison, C.M. (2015). UK Copyright Literacy Review. Paper presented at the 11th Northumbria Conference on Performance Measurement in Libraries and Information Services, 20-22 Jul 2015, Edinburgh, Scotland.
Coonan, E. and Secker, J. (2015). Transition and evolution as we welcome the new editor!. Journal of Information Literacy, 9(1), pp. 1-3. doi: 10.11645/9.1.2003
Morrison, C.M. and Secker, J. (2015). Copyright Literacy in the UK: a survey of librarians and other cultural heritage sector professionals. Library and Information Research, 39(121), pp. 75-97.
Secker, J. (2015). Information literacy beyond the academy: recent perspectives from the UK. Paper presented at the Österreichischen Bibliothekartag!, 15-18 Sep 2015, Vienna, Austria.
Secker, J. and Morrison, C.M. (2015). Copyright Literacy in the UK: Results from a Survey of Library and Information Professionals. Communications in Computer and Information Science, 552, pp. 191-201. doi: 10.1007/978-3-319-28197-1_20
Secker, J., Karnad, A., Bell, M., Wilkinson, E. and Provencher, C. (2014). Student ambassadors for digital literacy (SADL): project final report. London, UK: London School of Economics.
Parker, P. M. (2014). Developing criteria and guidance for assessing teaching excellence. Educational Developments(15.2), pp. 11-14.
Secker, J. (2014). Broadening the scope of information literacy in 2015: Beyond libraries. Journal of Information Literacy, 8(2), pp. 1-2. doi: 10.11645/8.2.1960
Secker, J. and Graham, N. (2014). From Local to Global: Open and Sustainable Ways to Sharing Our Teaching Resources. Paper presented at the Library Instruction West 2014, 24 Jul 2014, Portland, USA.
Secker, J. (2013). Towards universal information literacy 40 years on. Journal of Information Literacy, 7(2), pp. 1-3. doi: 10.11645/7.2.1868
Parker, P. M. (2013). How can we facilitate developing scholarly writing?. Educational Developments, 14.4, pp. 26-27.
Secker, J. (2013). An information literacy spring: new approaches and projects. Journal of Information Literacy, 7(1), pp. 1-2. doi: 10.11645/7.1.1830
Parker, P. M., Attenborough, J., Cunningham, M., Holland, W. and Perkins, J. (2013). Interim Project report: Teaching Excellence: what is this and how can we assess and recognise this. Learning at City Journal, 3(1), pp. 92-97.
Secker, J. and Bell, M. (2013). Developing Digital and Information Literacies in LSE Undergraduate Students. Paper presented at the ECIL 2013, 22-25 Oct 2013, Istanbul, Turkey.
Secker, J., Graham, N., Zazani, E., Kelt, M. and Kasinskaite-Buddeberg, I. (2013). CoPILOT - Developing a community of practice for sharing information literacy resources as open educational resources. Paper presented at the European Conference on Information Literacy 2013, 22-25 Oct 2013, Istanbul, Turkey.
Coonan, E., Secker, J., Wrathall, K. and Webster, H. (2012). ANCIL in action: progress updates on A New Curriculum for Information Literacy. Sconul Focus, 55, pp. 4-8.
Coast, E., McDaid, D., Leone, T., Iemmi, V., Pitchforth, E., Matthews, Z., Hirose, A., Macrae-Gibson, R., Secker, J. and Jones, E. (2012). What are the effects of different models of delivery for improving maternal and infant health outcomes for poor people in urban areas in low income and lower middle income countries?. London: EPPI-Centre, Social Science Research Unit, Insitute of Education, University of London.
Parker, P. M. (2012). Learning and Teaching Prizes and Awards 2011 - 2012. Learning at City Journal, 2(2),
Parker, P. M. and Quinsee, S. (2012). Facilitating Institutional Curriculum Change in Higher Education. International Journal of Learning, 18(5), pp. 49-60.
Quinsee, S. (2012). Drinking Coffee and Reading Papers: That’s not real teaching is it?. Learning at City Journal, 2(1), pp. 6-9.
Secker, J. and Coonan, E. (2012). Developing a New Curriculum for Information Literacy. ALISS Quarterly, 7(2), pp. 20-22.
Secker, J. (2011). A New Curriculum for Information Literacy (ANCIL): expert consultation report. Cambridge University Library.
Quinsee, S. ORCID: 0000-0001-6433-8877 (2011). Turning Coffee Drinking into Key Performance Indicators: creating meaningful educational development measures. Educational Developments, 12(2), pp. 1-4.
Secker, J. and Macrae-Gibson, R. (2011). Evaluating MI512: An information literacy course for PhD students. Library Review, 60(2), pp. 96-107. doi: 10.1108/00242531111113050
Parker, P. M. and Baughan, P. (2011). Providing written feedback that students will value and read. The international journal of learning, 16(11), pp. 253-262.
Parker, P. M. and Quinsee, S. (2011). Developing a community to disseminate good practice. The international journal of learning, 17(11), pp. 87-92.
Quinsee, S. and Bullimore, A. (2011). Creating the strategic learning environment at City University London. Campus-Wide Information Systems, 28(4), pp. 275-288. doi: 10.1108/10650741111162743
Quinsee, S. and Parker, P. M. (2011). Lessons in curriculum design and institutional change. Paper presented at the AISHE-C 2010: Designing & Delivering Curricula for the Future, 26 - 27 Aug 2010, Dublin, Ireland.
Secker, J. and Coonan, E. (2011). A New Curriculum for Information Literacy (ANCIL): Executive Summary. Cambridge: Cambridge University Library.
Secker, J. and Coonan, E. (2011). A New Curriculum for Information Literacy (ANCIL): curriculum and supporting documents. Cambridge: Cambridge University Library.
Secker, J. (2010). Book Review Secker, J. 2010. Book Review of Welsh, T.S., and Wright, M. 2010. Information Literacy in the Digital Age: an evidence based approach. Cambridge: Chandos. Journal of Information Literacy, 4(2), pp. 103-104.
Secker, J. and Bell, M. (2010). Copyright? Why Would I Need to Worry About That? The Challenges of Providing Copyright Support for Staff. Legal Information Management, 10(3), pp. 166-170. doi: 10.1017/S1472669610000654
Secker, J. and Lingard, M. (2010). Developing students’ information management skills to match the 21st century internet. Paper presented at the The Fifth CILIP CoFHE and UC&R Joint Conference, 21-23 Jun 2010, Exeter, UK.
Secker, J. (2008). The adventures of LASSIE: Libraries, social software and distance learners. Serials, 21(2), pp. 112-115. doi: 10.1629/21112
Secker, J. (2008). LASSIE: Libraries and Social Software in Education. London, UK: University of London.
Secker, J. (2008). Social software and libraries: a literature review from the LASSIE project. Program, 42(3), pp. 215-231. doi: 10.1108/00330330810892640
Secker, J. and Fryer, C. (2008). Information Literacy and RSS feeds at LSE. In: Goodwin, P. and Parker, J. (Eds.), Information Literacy Meets Library 2.0. (pp. 95-102). London, UK: Facet Publishing. ISBN 9781856046374
Secker, J. and Lloyd, C. (2008). Libraries, social software and distance learners: the adventures of LASSIE. Health Information on the Internet, 62(1), pp. 6-8.
Secker, J. and Price, G. (2008). Virtual Libraries as virtual learning spaces: the experiences of the LASSIE project. In: Hodgson, V., Jones, C., Kargidis, T., McConnell, D., Retalis, D., Stamatis, D. and Zenios, M. (Eds.), Proceedings of the Sixth International Conference on Networked Learning. (pp. 342-349). Lancaster, UK: Lancaster University. ISBN 9781862202061
Secker, J. and Price, G. (2007). Libraries, social software and distance learners: Blog it, tag it, share it!. New Review of Information Networking, 13(1), pp. 39-52. doi: 10.1080/13614570701754536
Secker, J. (2007). Book review of Martin, A. and Madigan, D. (eds) (2006) Digital Literacies for Learning. London: Facet Publishing. Journal of Information Literacy, 1(3),
Secker, J. and Price, G. (2007). Libraries as a social space: enhancing the experience of distance learners using social networking tools. Paper presented at the Libraries Without Walls 7: Exploring 'anytime, anywhere' delivery of library services, 14-18 Sep 2007, Lesbos, Greece.
Secker, J. (2006). New copyright licence allows scanning services to be extended in Higher Education. ALISS Quarterly, 1(3), pp. 25-27.
Hurst, J. and Quinsee, S. (2005). Partners with clinical practice: Evaluating the student and staff experiences of on-line continuing professional development for qualified nephrology practitioners. The Turkish Online Journal of Distance Education, 6(1), pp. 52-59.
Quinsee, S. and Hurst, J. (2005). Blurring the boundaries? Supporting students and staff within an online learning environment. The Turkish Online Journal of Distance Education, 6(1), pp. 1-9.
Quinsee, S. and Sumner, N. (2005). How to manage the big bang: Evolution or revolution in the introduction of an MLE?. ASLIB PROCEEDINGS, 57(2), pp. 146-156. doi: 10.1108/00012530510589119
Secker, J. (2005). DELIVERing library resources to the virtual learning environment. Program, 39(1), pp. 39-49. doi: 10.1106/00330330510578796
Quinsee, S. (2004). "3 stars for effort": designing pedagogic models for online learning delivery. Paper presented at the ECEL 2004: the 3rd European conference on e-learning, 25 - 26 November 2004, Paris, France.
Secker, J. (2004). Developing the e-Literacy of academics: case studies from LSE and the Institute of Education, University of London. JeLit, 1(2), pp. 97-108.
Secker, J. and McAvinia, C. (2001). Enhancing teaching and learning at UCL: the Access to Core Course Materials Project and the Key Skills Web Development Project. VINE, 31(1), pp. 35-40. doi: 10.1108/03055720010803916
Secker, J. (2001). Access to Core Course Materials Project: recommendations and conclusions to be presented to SCILTA. London, UK: UCL Library Services.
Secker, J. (2001). Access to Core Course Materials Project: the Dutch Study Pack Experiment report. London, UK: UCL Library Services.
Secker, J. (2001). Access to core course materials project: final report. London, UK: UCL.
Secker, J. (1999). Newspapers and historical research: a study of historians and custodians in Wales. (Unpublished Doctoral thesis, University of Wales)