MiniBash Agenda

9:00 – 9:30

🖊️Registration. Arrive, sign in, grab your name badge.

9:30 – 10:00

🎤PebblePad Start: Welcome and opening remarks by Justin Reilly, CEO.

10:00 – 11:00

Mini keynote, Session 1

In this panel session we will revisit the value of reflection, reminding us of the power of simple workflows and portfolio practice. PebblePad founder and Chief Academic Officer, Shane Sutherland, will set the scene with a reflection on reflection. Our three panel members will then share their examples from practice and participate in an open Q&A.
Facilitator: Alison Poot, Chief Customer Officer
Introduction by Shane Sutherland, CAO, PebblePad

Shane Sutherland, PebblePad:  (Video recording)

In this talk Shane will revisit reflection, thinking about what it means across the disciplines and wondering how we might demystify it, and leverage it to add real value to student learning.

Mangalpreet Singh, Aston University: Guiding reflections: using structured questions to prompt insight and deeper learning.

Many students struggle with reflective writing, often recounting events rather than critically analysing their experiences to gain deeper understanding. In this presentation, “Guiding reflections: using structured questions to prompt insight and deeper learning,” I will share examples of a semi-scaffolded approach implemented at Aston University for our postgraduate students. This approach aimed to guide students beyond simple description, using prompting questions to foster reflection from multiple perspectives, unpack their experiences, identify key areas of development, and be able to connect theory with real-life practice.

Rebecca Thorley, University of Leeds: (Re)surfacing ‘hidden’ learning for an assessed mock
interview – a PebblePad Workbook Use Case

This presentation explains the rationale for a PebblePad reflection-focused workbook as a learning tool supporting level three students to prepare for an assessed mock interview in which they articulate how degree content has enhanced their professional practice and development. Focus groups with mature students revealed the essence of degree content was being used at home and work, but the names of authors and theoretical models were ‘hidden’ beneath home and work commitments. The workbook uses reminders of previous content and assessments alongside prompts for examples demonstrating how knowledge is becoming incorporated within their practice to ‘(re)surface’ their hidden learning.

Dr Nicola Aberdein, Sheffield Hallam University: Integrating Portfolio pages into Workbooks

Degree Apprenticeships require a large volume of evidence to be collected by students and assessed by supervisors throughout the year. Workbooks are a great way to collate evidence but present a challenge to supervisors during assessment due to the number of attachments. However, the integration of portfolio pages allows for this evidence to be presented in a creative and dynamic way by the students. Furthermore, it allows for differentiation, enhancing pass/fail tasks into quantifiable grade-based assessments. Overall, this method of Workbook design has benefitted supervisors by simplifying access to evidence, and allowing students to show off their individuality, originality and flare.

11:00 – 11:30

💬 Break

11:30 – 11:55

Speaker Session 2

Simon Sheard & Martin Holt, University of Sunderland: Student, school mentor & academic staff: using PebblePad to empower collaborative, learner-centred assessment for UK-based and international trainee teachers

Teacher training programmes at the University of Sunderland use PebblePad as a collaborative assessment tool for trainees based in the UK and studying by distance learning in over 50 countries. Student portfolios have evolved to combine assessments and reflections from not only trainee teachers but also their school-based mentors, university tutors and external partners. Assessments are personalised and authentic to ensure they are meaningful for the different contexts of our domestic and international trainee teachers. The portfolio is used to facilitate and record dialogic assessments that focus on the professional practice of the individual in a collaboration conversation with the school-based mentor and university member of staff.

12:00 – 12:25

Speaker Session 3

Lucy Thacker, University of Leeds: Strengthening Reflective Practice Together: Collaborative PebblePad Implementation in Engineering Education

At the University of Leeds, PebblePad workbooks are used within the faculty of Engineering and Physical Sciences to support student reflection and evidence learning outcomes aligned with accreditation. This presentation highlights how learning technologists and academic staff collaborate to design and implement digital ‘portfolios’, enabling students to track their development across modules and years; by focusing on simple and structured use cases such as scaffolded programme-level workbooks with evidence uploading and small dedicated reflection spaces. I will discuss how a team-based approach to digital education enhances both the student and staff experience.

12:30 – 12:55

 Session 4

PebblePad Product

1:00 – 2:00

🥪Lunch

2:00 – 2:25

Speaker Session 5

Dr Becky Lees, Kingston University: Empowering Employability: A Simple Framework for Student Growth

In this presentation, we share how we’ve worked to close the skills articulation gap for students seeking placements, internships, or graduate roles. At the Business School, we introduced structured PebblePad workbooks built around our Collect-Reflect-Connect process. Students begin by identifying existing skills, reflect on gaps, and connect their development to career goals. In this way PebblePad becomes more than a repository of content—it empowers students to take ownership of their learning journey, track progress, and build confidence. We’ll showcase how we’ve used the platform, gained insights into student aspirations and development, and used this to tailor support more effectively.

2:30 – 2:55

Speaker Session 6

Jamie Spence, University of Strathclyde: Streamlining Progress Reviews for Degree Apprenticeships

This session will explore how PebblePad has been used at the University of Strathclyde to support structured progress reviews for degree apprenticeship students. By simplifying the triadic review process between students, academic advisors, and workplace mentors, the solution improves compliance, reduces administrative burden, and enhances learner engagement. The presentation will focus on practical use cases, including how the platform was configured to meet regulatory requirements while keeping the process intuitive and accessible for all stakeholders.

3:00 – 3:25

Speaker Session 7

Lexy Buchan, University of East Anglia: Guiding the Guide: Applying Academics’ Expertise to an Intuitive Digital Experience

PebblePad can be used in many different ways; whilst fantastic for fluent users, it can be overwhelming for new adopters, resulting in a higher level of administrative and support burden on centralised teams. In this presentation I will talk about the workflow we have developed for on-boarding academics to make moving to PebblePad as simple as possible, ensuring that students – many who struggle with digital literacy – and academics get the most out of PebblePad whilst enabling support teams to work effectively. 

3:30 – 4:15

💬Networking Session & Break

4:15 – 4:40

Speaker Session 8

Dr Rebecca Pratchett, Swansea University: Our Pebblepad Journey: From Scalpel to Swiss Army Knife

At Swansea, PebblePad began as a precision tool, purchased for the sole purpose of supporting nearly 2,000 healthcare students in documenting placements across Wales. 

But sector-wide financial pressures have prompted a rethink. We’ve broadened PebblePad’s role across the breadth of our activities, from supporting wellbeing and boosting employability, to distance learning and research impact. 

In this session, we’ll share how we’ve repurposed PebblePad into a flexible, all-in-one platform – a Swiss army knife for education. Our focus: simple, practical use cases that speak to efficiency, creativity, and real-world impact. Join us as we strip it back and explore what works.

4:45 – 5:10

Speaker Session 9

Ilse Sistermans, Maastricht University: What is programmatic assessment and how can a digital Portfolio support it?

Maastricht University recently implemented PebblePad at various programs across faculties to support its vision on assessment. The core of this vision is about using assessment for learning rather than assessment of learning. Instead of measuring the level of knowledge after each learning unit, a student’s progress and competency development is guided through frequent low stakes assessment and feedback opportunities.

This session will take you through the bare basics of programmatic assessment and how UM uses PebblePad as an assessment and development portfolio tool to support it.

5:15 – 5:30

🎤 PebblePad Summary, Thanks and close – Justin Reilly

5:30

🏁 Event Concludes

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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.

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Gaining CPD with PebblePad

PebbleBash 2024, a biennial international PebblePad conference, to be held in Edinburgh, Scotland, in June 2024.  PebbleBash brings together PebblePad practitioners from around the globe to share practice and discuss the opportunities and challenges that the use of a learning and teaching platform like PebblePad presents.

As many of PebblePad’s customers are undertaking initiatives to reshape the curriculum, PebbleBash provides an opportunity to exchange insights, best practice and renew ideas for creating exceptional learning experiences, aligned with evolving student needs.

Attendees will benefit from the opportunity to:

  • Learn about methods from expert practitioners who have overcome similar challenges
  • Learn how PebblePad is being used to help education institutions tackle some of the key themes in the HE sector: Authentic assessment and feedback, Flexible learning design, Belonging, wellbeing and success, Employable and future-ready and Professional identity and capability
  • Learn about strategies for implementing PebblePad at scale, resources and processes for training and support, reporting and learning analytics, integrations and administration.
  • Network within the community and meet and speak with the PebblePad leadership, implementation and development teams.

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.

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.

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.

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.