DescriptionI am working on delivering an initiative across the University of Edinburgh called Student-Led, Individually Created Courses (SLICCs). They provide a flexible reflective framework for experiential learning based around an e-portfolio of evidence, reflective blogs and reports. SLICCs can be applied to a very wide range of experiential projects, tasks and opportunities, to reward extra-curricular academic activities, for instance summer projects that the student arranges for themselves, as well as being embedded within existing programmes of study. SLICCs can work across academic and vocational fields, with individuals or groups of students, and within, or in inter-disciplinary ways across centres, programmes, schools and colleges. A full set of resources have been developed to support students and staff to undertake SLICCs from foundation, through undergraduate and into postgraduate study (https://edin.ac/sliccs-resource-pack). Learning outcomes are stratified according to complexity, criticality and uncertainty to reflect this. What is emerging is that students gain autonomy, improve their ability to use feedback effectively and develop their assessment literacy. The SLICC experiential learning framework also enables students to take some risks, where effective reflection on their learning when they face challenges, problems, or even make mistakes, can be well rewarded at assessment. This differs from most of our other assessment paradigms in higher education, where students are required to get the ‘right’ answer.
|Period||13 Sep 2018|
|Event title||Simply Better: Researching Assessment Practices – Improving Student Outcomes: null|
|Location||Southampton, United Kingdom|
|Degree of Recognition||National|