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Student-Led, Individually- Created Courses (SLICCs)

Professor Simon Riley, The University of Edinburgh

Professor Simon Riley, Personal Chair of Experiential Student Learning, Director of Teaching for Deanery of Clinical Sciences and Academic Lead for SLICCs (Student -Led, Individually-Created Courses) from The University of Edinburgh was a speaker at PebbleBash 2024 and presented ‘SLICCs: A reflection-based experiential learning and assessment framework using an eportfolio scalable to support institutional Curriculum Transformation.’

-START TRANSCRIPT–

It’s all in the title actually, a reflection based experiential learning and assessment framework using an e portfolio book. E portfolio, scalable support, institutional curriculum transformation. It’s all there.

So I’m hoping I’m gonna be able to no. I’ve I’ve got 20 minutes. I’m a little bit embarrassed with this as well because, you know, some of you, you know, I’ve already done a workshop on this. So I’m gonna flip through a couple of the slides, and just think about some of the complexities that we’ve got in the rationale for why we why we’ve taken this approach and why it’s been important to us, and get on to the I think I think probably colleagues are a little bit more interested in how we’re applying this this generic framework.

So just a couple of things to point out, and I’ve pressed the first couple of first couple of sections, but just to say that our institutions all have graduate attributes. And we’ve heard about graduate attributes throughout this meeting, and we’re also in this position where we’re trying to sort of get our students to see them and to and to take them on board. Well, our learning outcomes in SLICC are our graduate attributes, and I think that’s been a really, really powerful tool by which we can implement because there’s a lot of fluff around in graduate attributes. It’s all, yeah, our students have been able to do this, that, and the other. But but actually, there’s a tendency for some of those professional transferable skills to be really to be taken on in a sort of hidden curriculum. They’re assumed that people are getting the biosmosis.

So with the graduate attributes hardwired into SLICC, into the learning outcomes that the students themselves take ownership of, then it means that the graduate attributes are being really surfaced in the student’s mind, you know, and also the powers that be.

I think the other element of the, of SLICCs that it’s really surfaced, we were really clear that we wanted to surface the curricula, the co curricular, and the extracurricular.

And our students aren’t going through a very complicated journey within the within the institution.

We’re giving them curricular material, but they’re also doing a wide range of co curricular things within the university, whether that’s volunteering, whether that’s peer, whether that’s sports and societies.

-END TRANSCRIPT–

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Curriculum Transformation at the University of Edinburgh: co-creation and the relationship between local innovation and institutional change

Talk description: I will use the themes of reflection and experiential learning, skills development and assessment (including programme level assessment and changes in assessment practice) to explore this process in more detail. This includes the link between disciplinary and institutional curriculum reform, learning from local innovations and changes, and using this to inform University level changes and support.

Bio: My current position is leading the University wide Curriculum Transformation Project. This is a major and long term initiative for the University considering all areas of the University’s undergraduate and taught postgraduate curriculum. Prior to this Jon set up and led the Institute for Academic Development (IAD) at the University of Edinburgh. The IAD provides University level support for teaching, learning and researcher development, including direct support for students and staff, and support for enhancement and innovation in curriculum development, the student and researcher experience. Jon has a PhD in petroleum geology.

Mission Possible: The DNA of a bespoke professional development program

Talk description: The diversity of students in higher education dictates that there cannot (and should not) be a single ‘silver bullet’ approach to address the complex challenge of career readiness learning. However, the reality of modern university structures is that delivering bespoke experiences for each student is a challenge in and of itself.  And yet, all things are possible with creative use of PebblePad to streamline delivery (for the university) and make it highly personalised (for the student). 

Bio: Gayle Brent is a Learning and Teaching Consultant (Employability) at Griffith University, Queensland, Australia. Gaye’s specialist area of interest is developing and implementing strategies to enhance staff and student understanding of employability in both curricular and extra-curricular contexts. She completed a Master of Education and Professional Studies Research to explore the potential barriers and challenges to embedding employability-based learning in higher education curriculum and is currently completing a Doctor of Philosophy exploring the impact of an extra-curricular employability program on the individual student experience.

Dr Melissa Highton. Assistant Principal, University of Edinburgh

Talk description: A journey through the stories told by wicca data. How a neglected research data set was used by students to overturn historic injustice and shed new light on the lives of women in Scotland.

Bio: Melissa has worked for many years in higher education at some of the UK’s finest and most ancient institutions. In each place she enjoys discovering the hidden histories and less heard voices which can be surfaced in new ways using the most up to date and open technologies. She is a champion of playful and curious approaches to engagement with audiences on campus and online, and is an invited speaker at events about dangerous women.

Education is an Experience That Should Be Designed

Talk description: We have any number of problems and opportunities as universities, and universities must adapt to help students from diverse backgrounds develop the knowledge and skills they need to thrive and make a positive impact in the world. Key to those adaptations is understanding that we provide students with an experience. We ought to design them with intention and purpose. This talk with take up this argument and ground it within a large educational transformation project at the University of Leeds.

Bio: Jeff Grabill is Deputy Vice Chancellor for Student Education at the University of Leeds. Prior to joining the University of Leeds, Grabill was at Michigan State University (MSU) in the United States for nearly 20 years. He served Michigan State University as the Associate Provost for Teaching, Learning, and Technology. In that role, he was responsible for facilitating innovation in learning and educator professional development via his role as Director of the Hub for Innovation in Learning and Technology. Grabill’s research focuses on how digital writing is associated with citizenship and learning. That work has been located in community contexts, in museums, and in classrooms at both the K-12 and university levels. Grabill is also a co-founder of Drawbridge, an educational technology company.

Disclaimers

The event agenda is correct at the time of publishing. As with all events, we may need to alter or modify aspects of the agenda.

While we take every precaution to ensure the safety and security of our events, Pebble Learning Ltd recommends you review insurance policies to ensure adequate coverage, especially in the realm of business travel.

We will be recording (audio/video) the presentations during the event. A conference photographer will also be capturing moments for our highlights reel. The video and photography will be used to share insights and market PebbleBash to the wider HE community. We do not give automatic refunds, please see the cancellation policy in the FAQs.

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