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Western Australia Teaching & Learning Forum 2025

Future-Focused Education:
Innovation, Inclusion and Impact

 6th – 7th February

PebblePad @WATLF2025

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Presentations

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Trusted by hundreds of institutions worldwide including:

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Embracing the Future

Join PebblePad as we return to Perth to support the WATLF 2025 Conference, an event that brings together thought leaders, educators and learning technologists to share, inspire and collaborate on future-focused teaching and learning initiatives in higher education.

As sponsors, we are excited to be part of such a vibrant community and can’t wait to introduce you to PebblePad, the only ePortfolio, workbook and assessment platform that unifies the entire learning journey.

Our innovative solution extends the features of ePortfolios by offering a range of sophisticated, powerful tools for feedback and assessment. Customisable and course-agnostic, our technology scaffolds learning as a process, offers opportunities for meaningful reflection and enables learners to record and evidence their development throughout their time at your institution.

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Exclusive Webinars

Learn how PebblePad is transforming learning experiences with our latest on-demand webinars:

Mastering Multi-Site Large-Scale Assessments

Discover how Monash School of Medicine’s Jennifer Lindley and her team developed a PebblePad-based system to reduce the high stakes of assessments, delivering asynchronous assessments anywhere at any time that meet all formal requirements.

Approaches to Program-Wide Learning and Assessment

Explore how expert practitioners John McInerney and John Ryan from Monash University utilised PebblePad to create more meaningful scaffolded learning experiences for the institute’s Medical Imaging and Radiation Sciences course.

Designed for the Ambitions of Higher Education

PebblePad is used across the entire student learning journey – from pre-arrival to post-graduation – as well as for institutional-wide initiatives. In this video, discover how we support teaching, learning and assessment ambitions across five key themes:
  • Authentic assessment and feedback
  • Flexible learning design
  • Belonging, wellbeing and success
  • Employable and future-ready
  • Professional identity and capability

Perspectives on redesigning assessment practices in an AI world

Discover how AI is impacting how we assess and evidence student learning with PebblePad’s latest insights.
Download Guide

PebblePad Presentations

At the conference, PebblePad’s Jacqui Patten will be co-hosting two presentations with customers, offering insights into how our platform has helped transformed learning and assessment processes at two leading Australian universities.

Get Your Teeth Into It: Online Clinical Assessment in Dentistry

7th Feb 11:30am – 11:55am

Presented by Dr Robert Nedelcu, University of Western Australia and Jacqui Patten, PebblePad   

We showcase how PebblePad enhanced the clinical assessment process for students enrolled in the Dental School as well as offer expert guidance on strategies for implementation and rapid scaling. 

Programmatic Assessment: Transforming Course-Wide Learning with Digital Workbooks

7th Feb 1:15pm – 2.10pm

Presented by Heather Pate and Rebecca Scriven, Edith Cowan University, and Jacqui Patten, PebblePad 

Meet the Team

Meet Jacqui Patten who is on hand to demonstrate how PebblePad can be tailored to your specific educational needs, and to share our amazing success stories with higher education institutions across Australia, New Zealand, North America and Europe. 

Jacqui Patten

Customer Success Manager

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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.

Customisable 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.

Find out more

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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