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Programme-wide Assessment in an AI World

Are you considering programme-wide assessment as way to transform your educational approach? This customer webinar explores the potential of programme-wide assessment approaches amidst the challenges posed by generative AI, while embracing the ambition for greater student empowerment and graduate employability. With a spotlight on customer best practice, discover first-hand how programme-wide assessment can help navigate […]

Enhancing student belonging at University of Leeds

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. Recognised as one of the most international universities, Leeds puts ‘belonging’ at the centre of its strategy to provide a compassionate campus and curriculum to ensure students feel seen, respected […]

Enhancing the effectiveness of personal tutoring

The University of Cumbria used the PebblePad platform to improve student engagement and achievement by supporting and enhancing the effectiveness of the university’s personal tutoring programme. The ambition Personal tutoring at the University of Cumbria plays a vital role in supporting students, particularly those who are first in their families to attend university or who […]

Empowering students to become career-ready at Edge Hill University

Edge Hill University in the UK has harnessed PebblePad to help boost employability – empowering students to evidence and articulate their capabilities throughout their studies and beyond. The ambition Preparing students for the world of work is an important goal for any University, and the team at Edge Hill University in Lancashire recognised that while […]

Supporting the degree apprentice’s learning journey at Newcastle Business School

This is a summary of the Case Study submitted to PebblePad’s ‘Charting New Courses in Learning and Teaching’ conference. Newcastle Business School, in collaboration with Northumbria University, has reimagined the use of PebblePad to enhance degree apprenticeships, emphasising competency development, self-reflection and a streamlined learning journey. The ambition Newcastle Business School (NBS) at Northumbria University […]

Sharing institutional eportfolio adoption best practices

Rebecca-Anderson-and-Lexy-Buchan-UEA

Rebecca Anderson, Lead Learning Technologist and Lexy Buchan, Lead Learning Technologist from University of East Anglia on ‘Sharing best practice around institutional adoption & advancement.’ This recording is from our 2023 MiniBash community event which was hosted in Birmingham, England. In this session, Lexy Buchan and Rebecca Anderson, Lead Learning Technologists at the University of […]

One ePortfolio tool, multiple institutional uses

Richard-Dudley-Norhan-Sheta-University-College-Birmingham

Richard Dudley, Head of eLearning and Norhan Sheta, Senior eLearning Developer from University College Birmingham on ‘One tool to unite them all! A myriad of uses across the institution.’ This recording is from our 2023 MiniBash community event which was hosted in Birmingham, England. Videos are for educational personnel only and require a live educational […]

Reflective portfolios in biological sciences

Alison-Cullinane-University-of-Edinburgh

Alison Cullinane, Lecturer of Biological Education, Portfolio Director & Cohort Lead from University of Edinburgh on ‘Reflective portfolios in the School of Biological Sciences.’ This recording is from our 2023 MiniBash community event which was hosted in Birmingham, England. Videos are for educational personnel only and require a live educational email to watch. You can […]

Provocations panel: making assessment meaningful part 2

Kathy-Charles-Nottingham-Trent-University-2

Kathy Charles, Executive Dean of Learning and Teaching, from Nottingham Trent University on the provocations panel discussion on the topic ‘Making Assessment Meaningful’. This recording is from our 2023 MiniBash community event which was hosted in Birmingham, England. Videos are for educational personnel only and require a live educational email to watch. You can read […]

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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