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Transforming Paper-Based Nursing Placement Experiences

Discover how the University of Tasmania replaced its paper-based learning and assessment processes on Bachelor of Nursing placements using PebblePad’s powerful capabilities. In this case study featured at PebbleBash 2024, Dr Linda Jeffrey and John Cooper from the university’s College of Health and Medicine reveal how they overcame the limitations of the School of Nursing’s […]

Using PebblePad to Meet Nursing Standards

Nursing curriculums in Australian universities must be accredited every five years and align with the national standards and requirements of the Tertiary Education Quality Assurance and Standards Agency (NSQHS).  In this exclusive use case featured at PebbleBash 2024, Jo-Anne Rihs, Nursing Discipline at Royal Melbourne Institute of Technology (RMIT), details how innovative utilisation of PebblePad […]

Revolutionising Clinical Placement Tracking

Explore how PebblePad played a transformative role in clinical placement tracking in the Nursing and Midwifery programmes at the University of South Australia. In this use case featured at PebbleBash 2024, Course Development Coordinator Sheridan Gardiner-Klose and PebblePad’s Dr Jennifer Masters reveal how, over four years, the university’s PebblePad solution has been developed under the […]

Embracing ePortfolios to create innovation in learning

The University of Melbourne’s Doctor of Physiotherapy (DPT) team embarked on an innovative journey to integrate ePortfolios throughout its three-year program, providing students with agency to develop their professional identity and showcase their learning in a creative way.   The ambition  To adopt a programmatic approach to assessment and implement ePortfolio pedagogy in response to […]

Analysing the uptake & use of PebblePad Alumni accounts

Reflect on how graduating students interact with the free Alumni account provided by PebblePad and explore ways to enhance its effectiveness. In this use case featured at PebbleBash 2024, PebblePad’s Learning Support Specialist Dr Jennifer Masters investigates PebblePad Alumni account sign ups during the last decade in Australia as well as usage patterns once an […]

Transforming high stakes, multi-site, large-scale assessments

Discover how the School of Medicine at Monash University utilised PebblePad to develop a new solution that addressed the high-stake challenges of traditional end of year-only Observed Structured Clinical Examinations (OSCEs). In this exclusive use case, Associate Professor and Director of Curriculum at the Monash School of Medicine, Jennifer Lindley, reveals how its PebblePad-based solution: […]

Transforming a student placement portfolio

Rebecca Scriven, Senior Learning Designer, Centre of Learning and Teaching, from ECU (Edith Cowan University) presented at PebbleBash 2024 on ‘Transforming a student placement portfolio: A seven-year evolution towards personalized learning and success.’ You can read a small snippet of the video transcript below. Click here to watch the video with the full transcript or […]

Alison Poot and Shane Sutherland Welcome to PebbleBash 2024

Chief Customer Officer, Alison Poot welcomes everyone to PebbleBash 2024, joined by CEO Shane Sutherland.   -START TRANSCRIPT– So it’s my great pleasure to welcome you all to PebbleBash 2024. We’re super excited to be here after a very long journey of trying to have a conference here in Edinburgh, which has taken quite some […]

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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