Undergraduate Course: Student-Led, Individually-Created Course (SLICC; Summer Year 2) (EDUA08112)
|Moray House School of Education
|College of Humanities and Social Science
|Credit level (Normal year taken)
|SCQF Level 8 (Year 2 Undergraduate)
|Student-Led Individually Created Course
|Available to all students
|This course forms part of the Student-Led Individually Created Course (SLICC) university-wide framework for self-designed experiential learning, where students reflect throughout their chosen extra-curricular experience they undertake during the summer vacation, by the development of an e-portofolio to provide evidence of their learning. As a participating student, undertaking a SLICC will enable you to create a learning experience which is unique to you, while demonstrating your learning and academic achievement against defined learning outcomes.
This level 8 course will require you to demonstrate the development of your skills and understanding in terms of critical analysis, application, reflection, recognising and developing your skills and mindsets, and evaluation within a defined context of your learning experience. This course will also enable you to demonstrate your ability to exercise autonomy and initiative at a professional level in practice and/or in a subject/discipline (or other approved) area.
A SLICC requires you to propose, develop and manage a unique learning experience that will enable you to evidence how you have achieved the learning outcomes of the course.
Your self-designed learning experience is required to adhere to a defined structure that supports and enables you to self-direct and manage your own learning experience. Within this structure however, you have limitless possibilities regarding the topic or theme, content of study and nature of your experience, provided your proposal is academically feasible and is approved by your tutor.
A SLICC, for example, may be based upon a particular extra-curricular learning opportunity such as an internship, work experience, pro-bono activity, community engagement, volunteering, or study-abroad and may also focus on a theme of personal and /or professional interest such as sustainability, social responsibility, equality and cultural diversity, or a disciplinary or interdisciplinary-based research theme.
The steps in undertaking a SLICC are as follows:
1) Identify a suitable opportunity within which to undertake your learning experience
2) Write your draft proposal and submit to your tutor/advisor for approval
3) Self-direct and manage your own learning experience
4) Actively and regularly reflect upon and document your experience with evidence and use that as a basis for writing your self-critical ┐Interim Reflective Report┐, then your 'Final Reflective Report'
5) Formatively self-assess and submit your 'Final Reflective Report' for summative assessment by your tutor.
The steps identified above each require a significant amount of thought and input and will ultimately form part of a 'time-based' e-portfolio of evidence which will be used in the assessment of your SLICC.
Undertaking a SLICC you will not only develop the content of your learning experience but also produce an agreed portfolio of outputs where you must evidence what you have learned and, importantly, where you demonstrate how you met the learning outcomes for the course.
If you have undertaken a SLICC in Year 1, you must clearly indicate how your learning in this second year SLICC is different from, and/or builds upon your learning from your first SLICC.
Entry Requirements (not applicable to Visiting Students)
Information for Visiting Students
|High Demand Course?
Course Delivery Information
|Academic year 2017/18, Not available to visiting students (SS1)
|Course Start Date
|Learning and Teaching activities (Further Info)
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
|A SLICC is assessed via three key components, a self-reflective report, an agreed portfolio of outputs and a formative self-assessment.
'Final Reflective Report' (100% weighting) - The reflective report is the key component of your assessment. You are expected to document and demonstrate active self-critical reflection and responses to your learning throughout your experience. It is essential that your report is linked to and draws upon your e-portfolio of evidence of your learning. Maximum word limit is 3000 words.
E-portfolio of evidence - At the proposal approval stage for your SLICC, your tutor/advisor will discuss and agree with you what outputs and information need to be created, collated and submitted in your portfolio. This e-portfolio will support and provide evidence for your learning and development of skills throughout your SLICC. Your portfolio should be constructed throughout the duration of your learning experience, demonstrating evolution, iteration and progress over-time. It must include a regular reflective blog diary. It may contain other evidence, which may take many forms including photographs, documents, reports, feedback, video, podcasts, etc.
Formative Self-Assessment - An important component of your final submission, in addition to your ability to self-critically reflect on your experience, is to demonstrate your understanding of your achievements through graded self-assessment. In your self-assessment you are required to demonstrate the alignment of the grades given by you for each learning outcome to the justification for them, and where this is evidenced within your portfolio.
|You will be given detailed formative feedback at:
(a) the stage of reflecting on what you wish to do for and achieve during your project, whilst defining your own learning outcomes in your 'Proposal' - setting these effectively at the start is a key element to the SLICC;
(b) on your 'Interim Reflective Report'. This permits you to reflect and act on this feedback before submission of the 'Final Reflective Report', but will also be at a time to gain deep insight into and beneficially influence the progress of your project.
The 'Interim Reflective Report' is in the same format as the 'Final Reflective Report', so formative feedback is directly aligned with the final summative assessment.
You will receive summative feedback on their 'Final Reflective Report'.
|No Exam Information
On completion of this course, the student will be able to:
- (analysis) I am able to demonstrate how I have actively developed my understanding of the context/setting of my SLICC
- (application) I am able to draw on and apply a range of relevant skills and attributes (academic, professional and/or personal) in order to engage effectively with my SLICC, identifying where I need to improve these and/or develop new ones.
- (recognising and developing skills) I am able to demonstrate how I have used experiences during my SLICC to actively develop my skills in the focussed area of.. (Student selects one of the four skills groups contained in the University's Graduate Attributes Framework: http://www.ed.ac.uk/employability/graduate-attributes ) either research and enquiry, or/ personal and intellectual autonomy, or/ communication, or personal effectiveness (Student may need to add specific skill of focus, for example ..in the focussed area of personal effectiveness, in particular teamwork']. This is supported by their SLICC tutor.
- (recognising and developing mindsets) I am able to demonstrate how I have used experiences during my SLICC to actively explore my mindset towards.. (Student selects one of the three mindsets contained in the University's Graduate Attributes Framework: http://www.ed.ac.uk/employability/graduate-attributes ) either/ enquiry and lifelong learning, or/ aspiration and personal development, or/ outlook and engagement. Making this choice is supported by their SLICC tutor.
- (evaluation) I am able to evaluate and critically reflect upon my approach, my learning and my development throughout my SLICC.
|Learning resources are provided online. These resources include guidance to students on: reflective learning and reflective models; generating their own specific focused learning outcomes from the generic learning outcomes; collecting and curating evidence of their learning using an e-portfolio; writing reflective reports on their learning; using the PebblePad workbook, reflective blog and webfolio
Bassot, B. The Reflective Journal, Palgrave. 2nd Ed.
|Graduate Attributes and Skills
|Undertaking a SLICC will enable each student to develop their abilities in self-critical reflection, organisation and time-management, self-assessment, evaluation of standards and competencies achieved, application of prior learning in a defined context, and provide opportunities to further develop analytical and presentation skills. The SLICC learning outcomes are derived from and embedded in the institutional 'Graduate Attributes'. The learning outcomes are flexible to provide students with autonomy. With guidance from your assigned academic tutor, this flexibility of choice enables you, in the context of your own chosen experience, to focus on your own particular 'skills' and 'mindset'. You can select the specific attributes that you consider are the most important to reflect upon, looking into your current and future professional and personal aims and career aspirations.
|Dr Simon Riley
Tel: (0131) 242 6423
|Ms Megan Pearson
Tel: (0131 6)51 6363