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USING PEBBLEPAD TO SUPPORT

Flexible learning design

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Prepare students to become independent and autonomous learners with a student-centric approach

To develop effective learning and assessment strategies, whether for an individual course or a comprehensive curriculum overhaul, a well-balanced mix of self-study and face-to-face activities is essential to foster deep and active learning.

PebblePad enables scalable, learner-centered, ‘flipped classroom’ approaches by seamlessly integrating content, activities, student responses, support, and feedback conversations.

Integrate your LMS with a platform designed to support purposeful learning designs that empower your students to take greater ownership of their educational journey.

Support student-centred learning

Engage learners as partners in collaborative and experiential activities that demonstrate what they can do, not just what they know.

  • Scaffold deep learning around any activity or experience with easy-to-use templates.
  • Connect learning to multiple competencies, capabilities, experiences and topics.
  • Add prompts and for self and peer assessment to enhance reflection and growth.

Increase success with the flipped classroom approach

Help students keep up with activities so they can make the most of face-to-face learning. Provide a dedicated space where students can undertake self-directed learning activities before and after in-class learning experiences. 

  • Scaffold and support through the design and creation of structured workbooks.
  • Ensure students know what is expected of them for each part of the course.
  • Build in assessable components and allow students to track their progress.

Powerful flexible learning design features

Intuitive template and workbook builders allow educators to design and share frameworks for learning. From a single, reusable research template to a comprehensive internship workbook, the possibilities are endless.

Simulate a workplace scenario of being on a project team with people from different disciplinary backgrounds, skills and perspectives.

Provide opportunities to co-create learning

Using an ePortfolio approach can provide a structured yet flexible means of supporting students to reflect on and evidence their growth and development in personally meaningful ways.

  • Empower students to co-create learning and assessment experiences meaningful to them.
  • Support students to engage in deep experiential learning, at scale.
  • Empower students to evidence their learning, gathering insights and evidence as they go.

Access on-the-go

The PebblePocket app allows on-the-go reflection, recording of evidence, digital sign-off and more.

  • Create simple records of your learning.
  • Add photos or videos.
  • Save, edit or remove assets on your device.
  • Continue to work when you don't have internet access.

RELATED RESOURCES

Flexible learning design

Murdoch university case study
Transforming nursing education for remote placements

Case Study

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Students as co-creators of their learning assessment (SLICCs)

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Case Studies

Murdoch University

Murdoch Case Study

Transforming nursing education for remote placements
Read more

GUIDE DOWNLOAD

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GUIDES

Want to dive deeper into PebblePad platform capabilities? Review the platform page and request the features and functions guide.

WEBINARS

Watch the latest webinars relating to Flexible Learning Design

“PebblePad is where our students and faculty make connections across their lived experiences, and surface evidence of their learning, through their reflections and portfolios.”
Portland State University

Student-led, individually-created courses (SLICCs)

Watch the video to learn how PebblePad has been used to scale up the SLICCs initiative at the University of Edinburgh.

Enhancing digital practice learning at Murdoch University

The clinical ePortfolio allows for students to develop a personalised learning and assessment experience and allows academics and facilitators to provide feedback on learning in real time. Templates developed within PebblePocket have enabled assessments to be undertaken in real time and in varied clinical settings and locations where access to an internet connection cannot be relied upon.

Download case study

Built for the ambitions of higher education

Explore how PebblePad supports 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

Authentic
assessment
& feedback

Flexible
learning
design

Belonging,
wellbeing
& success

Employable
& Future
ready

Professional
identity &
capability

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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.

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