Postgraduate Course: Learning and Resilience (fusion on-site) (EFIE11062)
Course Outline
| School | Edinburgh Futures Institute |
College | College of Arts, Humanities and Social Sciences |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
Availability | Available to all students |
| SCQF Credits | 10 |
ECTS Credits | 5 |
| Summary | Explore the interplay of learning and resilience through data-driven intrapersonal development. Applying intrapersonal assets to real-world interpersonal and societal issues, you will learn how individual resilience can contribute to thriving learning organisations. This course will cover how to identify and recognise one's own purpose, values and strengths, and use these to develop learning and teaching strategies for educational and societal transformation. |
| Course description |
This course will empower students to critically explore models of resilience through an evidence and research-based perspective. Students will apply this knowledge to the exploration of their own self-data for intra-personal development, specifically how to recognise one's capacity for agency and change. By critically reflecting on both theories of resilience and their own intrapersonal development, students will use this knowledge to design a project to empower learning organisations and communities to foster greater resilience.
Topics explored during the course will include positive psychology, psychological capital, locus of control, models of resilience, flourishing and thriving society, strengths and the PERMA model, agency and change, and meaning, purpose and value-driven action.
The course is divided into pre-intensive, 2-day intensive, and post-intensive activity. All activities can be engaged with by students whether on campus or online.
The pre-intensive period (14 hours of student work) will involve viewing introductory videos and doing readings on topics including psychological capital, hope and optimism, and locus of control. Students will engage in discussion-based tasks on self-learning in popular culture and self-efficacy and agency.
The two-day intensive (14 hours of student work) takes the form of a 'hack yourself' event, focused on data-driven intrapersonal awareness for creative innovation. Through a series of lectures, tutorials and workshops, students will engage in topics such as:
- How can you unlock your own data?
- Discovering your values and understanding value directed action
- Defining purpose and meaning through photo-elicitation experience
- Using the 'Failing Forward' approach
- Flourishing and the PERMA model
- Signature Strengths Exercise
- Strengths-based leadership in education discussion
The post-intensive work will involve scaffolding activity to prepare students for the 'positive education project' portfolio development, with asynchronous activities on topics such as: Creating a putting 'assets into action' plan; course 're-wirements'; habits and strategies exercise (using the ReWi app as an example); and a resource review. These will culminate in a positive education project resilience portfolio (submitted three weeks after the end of the intensive).
Edinburgh Futures Institute (EFI) - On-Site Fusion Course Delivery Information:
The Edinburgh Futures Institute will teach this course in a way that enables online and on-campus students to study together. This approach (our 'fusion' teaching model) offers students flexible and inclusive ways to study, and the ability to choose whether to be on-campus or online at the level of the individual course. It also opens up ways for diverse groups of students to study together regardless of geographical location. To enable this, the course will use technologies to record and live-stream student and staff participation during their teaching and learning activities.
Students should be aware that:
- Classrooms used in this course will have additional technology in place: students might not be able to sit in areas away from microphones or outside the field of view of all cameras.
- Unless the lecturer or tutor indicates otherwise you should assume the session is being recorded.
As part of your course, you will need access to a personal computing device. Unless otherwise stated activities will be web browser based and as a minimum we recommend a device with a physical keyboard and screen that can access the internet.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Information for Visiting Students
| Pre-requisites | None |
| High Demand Course? |
Yes |
Course Delivery Information
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| Academic year 2022/23, Available to all students (SV1)
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Quota: 20 |
| Course Start |
Semester 1 |
| Course Start Date |
19/09/2022 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
100
(
Lecture Hours 4,
Seminar/Tutorial Hours 4,
Supervised Practical/Workshop/Studio Hours 4,
Online Activities 8,
Other Study Hours 4,
Programme Level Learning and Teaching Hours 2,
Directed Learning and Independent Learning Hours
74 )
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| Additional Information (Learning and Teaching) |
Other Study: Scheduled Group-work Hours (hybrid online/on-campus) - 4
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Summative Assessment:
The course will be assessed by means of the following component:
1) Resilience Education Programme Portfolio (100%)
The course culminates with each student producing a portfolio that provides an educational experience of resilience. Students will design an education experience aimed at answering big questions within a global context and applying research-supported methods to discover how to apply intrapersonal assets to real-world interpersonal and societal problems.
The student will design a portfolio of a resilience education programme. Portfolio format could include a website, recorded video, written guide, videos, images, activities and self-reflection. The portfolio will include a section discussing a critically analysed evidence-based model from the scholarly literature.
The portfolio should be equivalent to a 2,000-word essay. |
| Feedback |
Feedback on the formative assessment may be provided in various formats, for example, to include written, oral, video, face-to-face, whole class, or individual. The course organiser will decide which format is most appropriate in relation to the nature of the assessment.
Feedback on both formative and summative in-course assessed work will be provided in time to be of use in subsequent assessments within the course.
Feedback on the summative assessment will be provided in written form via Learn, the University of Edinburgh's Virtual Learning Environment (VLE).
Feedback will be delivered in three formats:
(1) Self-driven: students will be asked to critically evaluate their own portfolio for both strengths and areas of development. (Formative)
(2) Cohort Driven: A specific aspect of the portfolios will be placed online and students will give feedback for one another. (Formative)
(3) Staff driven: After uploading their portfolio; the academic member of staff will provide marked and assessed feedback on the portfolio. (Summative) |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Critically evaluate evidence-based models of resilience and apply that information in both intrapersonal development and within learning organisations.
- Explore, recognise and utilise their own self-data for personal growth and apply this learning in others through educational innovation in a variety of environments.
- Connect what they've learned about their own resilience with a project-led programme to promote resilience, positive education, values-driven personal and social change in learning organisations.
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Reading List
Indicative Reading List:
Required:
Allen, J., Robbins, S.B., Casillas, A. et al. Third-year College Retention and Transfer: Effects of Academic Performance, Motivation, and Social Connectedness. Res High Educ 49, 647-664 (2008). https://doi.org/10.1007/s11162-008-9098-3
Hazan Liran, B., Miller, P. The Role of Psychological Capital in Academic Adjustment Among University Students. J Happiness Stud 20, 51-65 (2019). https://doi.org/10.1007/s10902-017-9933-3
Maxwell, J. (2012). Failing forward: Turning mistakes into stepping stones for success. Thomas Nelson Publishing.
Rashid, T., Louden, R., Wright, L., Chu, R., Lutchmie-Maharaj A., Hakim, I., Uy, D. A. Kidd, B. (2017). Flourish: A Strengths-Based Approach to Building Student Resilience. In Proctor, C. (Ed.). Positive Psychology Interventions in Practice. pp. 29-45. The Netherlands: Springer.
Rashid, T. (2015) Strength-Based Assessment, in Positive Psychology in Practice: Promoting Human Flourishing in Work, Health, Education, and Everyday Life, Second Edition (ed. S. Joseph), pp. 519-544.
Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and well-being. Free Press.
Seligman, M.E.P., Ernst, R.M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford Review of Education (35) 3, 293-311.
Shane J Lopez & Michelle C Louis (2009) The Principles of Strengths-Based Education, Journal of College and Character, 10:4, , DOI: 10.2202/1940-1639.1041
Supplemental:
Quinn, R., Quinn, R. (2009) Lift: Becoming a Positive Force in Any Situation. Berrett-Koehler Publishers
Cameron, K., Quinn, R., DeGraff, J. Thakor, A., (2014). Competing Values Leadership: Second Edition. Edward Elgar Publishing Ltd |
Additional Information
| Graduate Attributes and Skills |
The course contributes to the following graduate attributes and skills:
- Curiosity for learning that makes a positive difference;
- Passion to engage locally and globally;
- Courage to expand and fulfill their potential;
- Creative problem solvers and researchers;
- Critical and reflective thinkers;
- Effective and influential contributors;
- Skilled communicators.
By asking students to utilise methods of examining 'digital self-awareness' while critically reflecting on evidence-based knowledge of learning and resilience, students engage in skills that will aid enquiry and lifelong learning. Intrapersonal awareness lends easily to aspiration and development for students while respecting the diversity of cultural and personal values. Understanding their own resilience will help them to invest in social issues based on a positive outlook and engagement with global issues. The project-led articulation of this process, in the form of a portfolio assignment, develops their capacity for contribution and influence to a wider community, as well as skilled communication in relation to complex global questions around resilience. |
| Keywords | Resilience,Learning,Flourishing,EFI,Education,Society |
Contacts
| Course organiser | Dr Mark Hoelterhoff
Tel: (0131 6)51 3969
Email: mark.hoelterhoff@ed.ac.uk |
Course secretary | Miss Abby Gleave
Tel: (0131 6)51 1337
Email: abby.gleave@ed.ac.uk |
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