Undergraduate Course: Self-Designed Learning (10 credits; SCQF level 10; GeoSciences) (GESC10001)
|School||School of Geosciences
||College||College of Science and Engineering
|Credit level (Normal year taken)||SCQF Level 10 (Year 4 Undergraduate)
|Course type||Student-Led Individually Created Course
||Availability||Not available to visiting students
|Summary||This course forms part of the Student-Led Individually Created Course (SLICC) university-wide framework for self-designed learning. Undertaking a SLICC enables you to create a learning experience which is unique, while demonstrating your learning and academic achievement against defined learning outcomes.
This level 10 course will require you to demonstrate learning in the context of the higher order skills such as analysis, evaluation, and creation and demonstration of meta-cognitive development.
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.
A SLICC, for example, may be based upon a particular learning opportunity such as an internship, work-placement, pro-bono activity, community engagement, volunteering, or study-abroad and may also focus on a theme of personal interest such as sustainability, social responsibility, equality and cultural diversity, or a discipline-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
5) Formatively self-assess and submit your coursework for summative assessment
The steps identified above each require a significant amount of thought and input and will ultimately form part of a time-based portfolio of evidence which will be used in the assessment of your SLICC.
Unlike taught courses, you will not only develop the content of your learning experience but also produce an agreed portfolio of outputs required to evidence what you have learned and, importantly, demonstrates how you met the learning outcomes for the course.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| This course is available on a limited basis and dependent on staff availability for supporting projects. Interested students should contact Sarah.McAllister@ed.ac.uk
Course Delivery Information
|Academic year 2018/19, Not available to visiting students (SS1)
|Course Start Date
|Learning and Teaching activities (Further Info)
Feedback/Feedforward Hours 2,
Programme Level Learning and Teaching Hours 2,
Directed Learning and Independent Learning Hours
|Additional Information (Learning and Teaching)
This course is a student-led project with points of engagement with project supervisor.
|Assessment (Further Info)
|Additional Information (Assessment)
A SLICC is assessed via three key components, namely an agreed portfolio of outputs, a reflective report and a graded self-assessment.
Portfolio of evidence
At the proposal approval stage for your SLICC, your tutor/advisor will discuss and agree with you what outputs and information needs to be created, collated and submitted in your portfolio of evidence for assessment. Your portfolio should be constructed throughout the duration of your learning experience, demonstrating evolution and progress over-time.
Self-Critical Reflective Report
The reflective report is a key component of your assessment and you are expected to document and demonstrate active self-critical reflection and responses to your learning throughout your experience.
An equally important component of your assessment, 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.
The SLICC framework is supported by the PebblePad learning environment and the proposal, webfolio and submission for assessment is all managed online.
||A SLICC differs significantly from a taught course and academic input is deliberately kept to a minimum. Students will be introduced to self-designed learning through preparatory workshops and will receive academic support in the proposal development stages. Once approved, you must then self-direct and manage your learning experience with no or minimal further involvement from your tutors.
After assessment you should arrange a tutorial with your SLICC tutor/advisor to discuss and receive feedback on your self-designed learning experience.
Students are required to make their web-folio available for academic review at the mid-point of the learning experience.
|No Exam Information
On completion of this course, the student will be able to:
- Demonstrate critical thinking and reflection in relation to academic, intellectual, personal and professional needs within a defined context
- Critique established ideas, concepts and techniques drawn from their studies and use their knowledge to examine problems and/or issues in a defined context
- Use and adapt relevant discipline knowledge and skills to practically engage with a range of problems and/or issues in a defined context
- Communicate information, ideas and arguments effectively using appropriate styles and language, to specialist and non-specialist audiences
|The SLICC framework provides a range of online tools and learning resources to support students undertaking self-designed learning.|
In addition you should identify your intended reading and range of resources to support your independent learning in your proposal.
|Graduate Attributes and Skills
||You will be required to write an interpretive statement for each learning outcome as part of your proposal, indicating your understanding of what this means in the context of your learning experience along with the evidence you intend to produce to demonstrate your achievement of the intended learning.
|Keywords||student-led project in Earth Sciences (subject to availability)
|Course organiser||Prof Godfrey Fitton
Tel: (0131 6)50 8529
|Course secretary||Mr Alex Tod
Tel: (0131 6)50 8510