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Transforming Clinical Assessment in Medical Radiation

Giulia McCorkell, Curriculum Lead for RMIT’s Bachelor of Medical Radiation and practising radiation therapist, shares how her team redesigned clinical assessment across diagnostic imaging, radiation therapy, and nuclear medicine. Key insights: Aligning assessments across diverse clinical practices Moving from competency to capability-based assessment Co-designing a unified framework with industry partners Digitising assessments with PebblePad and […]

Panel Discussion: Portfolios as Pedagogical Partners

In this dynamic panel discussion, three leading educators share how portfolios can transform learning, identity, and student partnership: Chris Love (Griffith University) – Using PebblePad to support student partnerships, co-designed assessments, and authentic reflection in biochemistry. John McInerney (Monash University) – Building confidence and identity through portfolio practice in medical imaging education. Kate Coleman (University […]

Designing PebblePad Workflows for Diverse Disciplines

Pam Branas, Educational Designer at the University of Sydney, shares her experience implementing and refining PebblePad workflows across multiple programmes in higher education. Key highlights: Transition into PebblePad and community support Case study on medical imaging and programme-wide adoption Impact of PebblePocket on student ownership of learning Streamlining clinical assessments and replacing paper-based evidence Custom […]

The FIRE-UP framework for scaling personalised employability-based learning

Gayle introduces the FIRE UP Framework—a research-driven model for delivering employability-based learning that is both scalable and personalised. Drawing on her PhD and the successful STEM Professionals programme, she demonstrates how thoughtful digital design and pedagogy can transform student engagement and achievement. Key insights: FIRE UP principles: Frequent activity, Interactive learning, Reflective practice, Engagement, Uplifting […]

Enhancing Clinical Education: Developing a Comprehensive Portfolio

Paul Attenborough, Lecturer in Osteopathy and Clinical Coordinator at RMIT University, shares how he designed and implemented a dynamic PebblePad workbook to support clinical learning across the final two years of the osteopathy programme. Key takeaways: Competency-based assessment aligned with professional capabilities Reflective practice and evidence-based learning Integration of clinical encounters, feedback loops, and patient […]

Reflections on Rolling Out PebblePad in Health Sciences

Associate Dean John Egan shares a candid look at implementing PebblePad across pharmacy, nursing, optometry, and medical imaging programmes within the Faculty of Medical and Health Sciences. Key takeaways include: Strategic rollout across multiple clinical disciplines Transitioning from legacy platforms like Chalk & Wire and Google Docs Embedding programme-level assessment and competency development Managing adoption, […]

The In-Between: Supporting Students to Create Meaningful ePortfolios

Stephen, an art and design studio technician and educator in the University of Melbourne’s Master of Teaching programme, leads a practical workshop on creating personal, engaging ePortfolios with PebblePad. Highlights include: ePortfolios as evolving, living documents Connecting studio practice with digital platforms Scaffolding design and storytelling for non-designers UX tips for clarity, accessibility, and impact […]

Integration of ePortfolio in a New Occupational Therapy Curriculum

Associate Professor Anita Hamilton (University of Tasmania) shares how ePortfolios were embedded into a new Master of Occupational Therapy curriculum to foster authentic learning, professional identity, and career readiness. Key themes include: Collaborative definition of ePortfolio practice Aligning approaches across interprofessional programmes Mapping curriculum frameworks for student growth Scaffolding reflection and feedback using PebblePad Designing […]

Transforming student placement ePortfolios

Learn how Edith Cowan University converted paper-based portfolios into digital ePortfolios to monitor student progression and its development and improvement in placements over the last seven years. In this use case featured at PebbleBash 2024, the university’s Senior Learning Designer, Rebecca Scriven, reveals how its traditional portfolios created several challenges including a lack of student […]

PebbleVision – Welcome to PebblePad

This video offers an introduction to PebblePad, the ePortfolio for higher education. Transcript: Portfolios are still a huge part of the PebblePad toolkit. But it’s the use of digital templates and workbooks, used to scaffold and guide learning, which are really on the up. Add in PebblePad’s integrated assessment and feedback capability and you get […]

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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