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Introducing reflective ePortfolios

Established in 1904, the University of Leeds is one of the largest universities in the UK and part of the Russell Group of research-intensive universities. It has a strong tradition of academic excellence, reflected in its first-class student education and world-leading research that has a real impact around the globe. The ambition Explore how the […]

Clinical Confidence Series: Supporting the Professional Growth of Nursing Practitioners

The second in our series of Clinical Confidence webinars, the University of Plymouth and NHS Humber Health Partnership shared how they transformed traditional paper-based assessment into dynamic, digital ePortfolios – and how they are harnessing the full potential of reflective practice for professional growth. More exclusive insights Watch the first webinar in our Clinical Confidence […]

Rapid Response Ready: Elevating Paramedic Practice and CPD with PebblePad

The session offered fascinating insights into how PebblePad supports paramedic educators – and other healthcare instructors – to produce the next generation of blue-light professionals.    “We are looking for our students to develop and evidence within the ePortfolio itself … to make them more three-dimensional.” Daniel Scott-Purdy, Nottingham Trent University

Introducing institution-wide SLICCs to support learning

Learn how the University of Edinburgh designed its SLICCs framework to support reflective, experiential learning, all housed within PebblePad, and is expanding its use through an institution-wide Curriculum Transformation Programme. In this exclusive use case featured at PebbleBash 2024, Dr Gavin McCabe and Professor Simon C Riley detail how this innovative approach has enabled student-led […]

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 […]

Innovative PebblePad uses for authentic assessment in Biological Sciences

Learn how the University of Edinburgh found new ways to utilise PebblePad for authentic learning and to supply feedback at pace.  In this use case featured at PebbleBash 2024, Paul McLaughlin at the School of Biological Science reveals how our platform was reconfigured for classes of up to 400 third-year students to support and assess […]

Exploring the efficiencies of large scale PebblePad workflows

Discover how the University of Edinburgh has evolved PebblePad’s core offerings to develop and deliver large scale workflows through consistent efficiency analysis. In this use case featured at PebbleBash 2024, the university’s eLearning Adviser Robert Chmielewski discusses how such complex projects required him and his team to ‘cast their net wide’ and ‘catch’ all of […]

Supporting students’ skill articulations with ePortfolios

Recently discussed in the House of Commons, learn about Kingston University’s Future Skills programme designed to nurture job-ready students – and how its Business School is enhancing the already innovative approach even further using PebblePad. In this exclusive use case featured at PebbleBash 2024, Becky Lees, Barry Avery and Daniel Russell reveal how they are using […]

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 […]

Encouraging ePortfolio use to record professional experience

The University of Leeds is one of the largest in the UK with over 9,500 staff from over 100 countries. It has an ongoing commitment to provide staff with the support, training and assessment they need to professionally grow and thrive within the institution.   The ambition Discover how the university is leveraging PebblePad to […]

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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