Student Led Individually Created Courses (SLICCs).

LITE GRANT: Evaluating the Impact of SLICCs

Brendan Wylie-Toal and Wayne Chang introduced our work Student Led Independently Created Courses (SLICCs). Developed at the University of Edinburgh, SLICCs promote student ownership of their learning by allowing students to co-create their learning experience, leading to deeper student engagement. (Bovill et al. 2016; Healey et al., 2014). The SLICC framework helps students better identify and articulate their growth and development resulting from the experience, advances their learning and improves their ability to self-assess (Price et al. 2012). As well, it promotes the creation of learning experiences that more closely align with the development of employability skills and graduate attributes preparing students for an increasingly volatile, uncertain, complex, and ambiguous (VUCA) world. Access the presentation slides here.

PREPARING STUDENTS FOR SELF-DIRECTED LEARNING

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Considerations for Implementing & Assessing Student Led Individually Create Courses (SLICCs) Part 1

Considerations for Implementing & Assessing Student Led Individually Create Courses (SLICCs) Part 2

The Student-Led Individually-Created Courses Learning Community (SLICCs LC) is a five-part series intended to introduce the model to interested instructors. Throughout the FLC, you'll be provided with resources, readings, tools and colleagues' experiences with implementing the SLICCs model. This LC is an extension of the work we've done through a LITE Grant "Evaluating a New Student-Centric Learning Approach: The Impact of SLICCS on Student Learning Outcomes".

Through this LC, we'll explore the SLICC model and how it could be adapted and implemented in the University of Waterloo context. During these sessions, you will be completing the SLICC’s FLC Workbook, which can be found here.

RESOURCES

The following are resources that can further support and develop your understanding of reflective practices.

Reflection Framework
Reflection Tool Kit
WriteOnline.ca – select the reflective writing section.
EAT Framework
Feedback for learning
Student SLICCs Resource Pack – This resource can be adapted to suit your SLICCs course requirements.

READINGS

The following readings explore ways for students and instructors to develop, engage, and support feedback practices and feedback literacy:

David Boud & Phillip Dawson (2021): What feedback literate teachers do: an empirically-derived competency framework, Assessment & Evaluation in Higher Education, DOI: 10.1080/02602938.2021.1910928
Phillip Dawson, David Carless & Pamela Pui Wah Lee (2021) Authentic feedback: supporting learners to engage in disciplinary feedback practices, Assessment & Evaluation in Higher Education, 46:2, 286-296, DOI: 10.1080/02602938.2020.1769022
Elizabeth Molloy, David Boud & Michael Henderson (2020) Developing a learning-centred framework for feedback literacy, Assessment & Evaluation in Higher Education, 45:4, 527-540, DOI: 10.1080/02602938.2019.1667955
Michael Henderson, Michael Phillips, Tracii Ryan, David Boud, Phillip Dawson, Elizabeth Molloy & Paige Mahoney (2019) Conditions that enable effective feedback, Higher Education Research & Development, 38:7, 1401-1416, DOI: 10.1080/07294360.2019.1657807 See case studies of effective feedback.
David Carless & David Boud (2018) The development of student feedback literacy: enabling uptake of feedback, Assessment & Evaluation in Higher Education, 43:8, 1315-1325, DOI: 10.1080/02602938.2018.1463354
Boyer, S. L., Edmondson, D. R., Artis, A. B., & Fleming, D. (2014). Self-directed learning: A tool for lifelong learning. Journal of Marketing Education, 36(1), 20-32.
Cremers, P. H., Wals, A. E., Wesselink, R., Nieveen, N., & Mulder, M. (2014). Self-directed lifelong learning in hybrid learning configurations. International Journal of Lifelong Education, 33(2), 207-232.
Dunlap, J. C., & Grabinger, S. (2003). Preparing students for lifelong learning: A review of instructional features and teaching methodologies. Performance Improvement Quarterly, 16(2), 6-25.
Hase, S. (2009). Heutagogy and e-learning in the workplace: Some challenges and opportunities. Impact: journal of applied research in workplace e-learning,1(1), 43-52.