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USING PEBBLEPAD TO SUPPORT

Belonging, wellbeing
and success

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Stay connected to your students, empowering them to thrive, academically and personally

Nurturing engaged and happy students is a sure-fire way to foster learner success and bolster retention rates.

Support students as they navigate, reflect on and make sense of their learning journey on and off campus.  Make it easier for staff to guide, mentor and assist students in orientation and tutoring initiatives.

Use PebblePad to guage engagement, with real-time insights on student progress and wellbeing.

Support orientation and induction

Help students settle in and orient to university life using PebblePad tools to help them prepare for their learning journey.

  • Roll-out large-scale, interactive pre-arrival and welcome week guides.
  • Educators can design induction activities to scaffold orientation.
  • Students can introduce themselves to their tutors, mentors or other key supports.

Help students prepare for tutoring and mentoring

Ensure students gain the full value of meetings by guiding their preparation. PebblePad templates help everyone plan, prepare for and record meetings. 

  • Provide a central resource for meetings and discussions between a student and their tutor.
  • Set expectations to help students make the most of the meetings.
  • Create a workbook to structure meetings and help students prepare questions in advance.

Powerful tools to support student wellbeing, belonging and success

Intuitive template and workbook builders allow educators to design and share frameworks for learning. From a welcome week template to a comprehensive placement workbook, the possibilities are endless.

Customise workbooks for welcome week, induction, personal tutoring, reflection and more. Provide information in one easily accessible source.

Supporting student engagement
and wellbeing

PebblePad helps universities stay closely connected to students throughout their learning journey and makes it easy to check that learners are happy and on track. Use our template, workbook and eportfolio tools to support institution-wide personal academic tutoring, advising and mentoring initiatives.

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.

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RESEARCH PAPER

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GUIDES

Want to dive deeper into PebblePad platform capabilities? Request the features and functionality guide.

WEBINARS

Watch the latest webinars on-demand at a time to suit you.

“The implementation of PebblePad at the University of Leeds has improved pre-arrival activities, ensuring that students receive vital information before their arrival, creating a more informed and engaging academic experience."
University of Leeds
We needed a process that would help remove the existing disjointed practice and would help Personal Tutors be more consistent in their approach, thus giving the student a better personal tutoring experience.
University of Cumbria

Key tools to support wellbeing, belonging and success

See how educators are using the PebblePad platform across disciplines to support students with…

Support reflection

Templates provide prompts and frameworks for supporting and enhancing reflection in any context and on any experience.

Showcase success

Create purposeful, evidenced portfolios and share with a variety of audiences.

Real-time feedback

Make learning visible and give assessors the power to provide formative feedback in real time at multiple points across a task.

Easy access

Access any-time, anywhere, even offline with the PebblePocket App.

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

Want to chat?

If you want to talk to a team who really understands your world, please get in touch today.

Get in touch

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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