What are 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. Watch the recorded session.
Student Led Individually Created Courses Learning Community (SLICCs)
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 into the University of Waterloo context. During these sessions, you will be completing the SLICC’s FLC Workbook, which can be found here.
Doing a SLICC will give you the opportunity to take part in a learning experience where you can create your own course that you will plan, propose, carry out, reflect on and evaluate. Throughout your SLICC you will develop a range of skills and attributes (academic, professional and/or personal) which will help you to engage effectively with your experience. You will be encouraged to evaluate and critically reflect upon your approach, learning and development throughout your SLICC. This Resource Pack should be used alongside your workbook to help you complete your SLICC. Each section will take you through the elements of the SLICC. To get the most out of this pack please read each section (tabs running along the top) in sequential order.
The following are readings that can help further 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.