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2024 Assessment Institute – October 27-29 2024

Focused on assessing and improving higher education.

PebblePad @2024 Assessment Institute   

Indianapolis Marriott Downtown

USA

Empowering Student Learning and Assessment at the Assessment Institute 2024

PebblePad is excited to announce our partnership in the Assessment Institute 2024 in Indianapolis. We look forward to engaging with leaders and educators committed to enhancing student learning and success through thoughtful assessment practices. 

Join us at our PebblePad booth, where we will showcase how our powerful ePortfolio, workbook, and assessment platform unifies the entire learning journey. Meet our team to explore how PebblePad’s customizable and scalable platform can be tailored to meet the specific needs of your institution, while seamlessly integrating with your existing systems. Learn from real-world success stories from institutions around the globe, and see how PebblePad is transforming assessment and student engagement. 

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Elevating High-Impact Practices with PebblePad

Discover how PebblePad supports institutions’ high-impact practices ambitions with 10 inspiring case studies.

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Webinar: AUTHENTIC ASSESSMENT & FEEDBACK

Mastering Multi-Site Large-Scale Assessments

Meet the team  

Say hello to the PebblePad team attending the conference. Ali McHugh and Alison Poot will be there to answer your questions and share insights on using technology to support the learning, teaching, and assessment ambitions of higher education. 

Ali McHugh

Global Director of Marketing

Alison Poot

Chief Customer Officer

Trusted by hundreds of institutions worldwide including:

About PebblePad

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. 

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.

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