PebblePad @ ACEN 2024
PebblePad is thrilled to partner with ACEN in supporting the ACEN 2024 Conference. This event aligns with our commitment to supporting the advancement of work-integrated learning (WIL) and showcasing how PebblePad empowers institutions to better prepare students for their future careers.
We’re excited to welcome you to the PebblePad stand, where you can discover the full potential of the only ePortfolio, workbook, and assessment platform that unifies the entire learning experience.
Meet Robert and Carole, who will be on-site to demonstrate how PebblePad can be tailored to meet your specific educational needs. They will share success stories from higher education institutions across Australia, Canada, North America, and Europe, showcasing how our platform drives student success and institutional innovation.
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Webinar: Authentic Assessment & Feedback
PebblePad is used across the entire student learning journey – from pre-arrival to post-graduation, as well as for institutional-wide initiatives. Explore how PebblePad supports teaching, learning and assessment ambitions across these five key themes:
Say hello to the PebblePad team attending the conference. Robert Vick and Carole Hunter will be there to answer your questions and share insights on using technology to support the learning, teaching, and assessment ambitions of higher education.
We’d love to hear from you. Contact the PebblePad team in Australia for more information on our implementation approach and examples of customer use.
Trusted by hundreds of institutions worldwide including:






PebblePad provides students with a holistic view of their diverse experiences across the entire learning journey, within and beyond the curriculum, from pre-arrival to alumni. Customizable for any discipline or initiative, the platform supports, scaffolds, and surfaces learning at scale and enables authentic assessment. By empowering students to confidently articulate and demonstrate their knowledge, skills, achievements, and unique qualities, universities are better preparing students for future success in an ever-changing world.
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.
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.
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.
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.