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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 […]

Removing Risk from Student-Organised Events Management

Learn how Pacific University used PebblePad to overcome the significant safety and legal challenges associated with learner-organised Doctor of Pharmacy events by creating a single space for planning, reviewing and approving. In this use case featured at PebbleBash 2024, Andrew Longhofer, Director of Student Experience & Professional Development at the School of Pharmacy, reveals how […]

Refining ePortfolio-scaffolded assignments

Learn how PebblePad ePortfolios and innovative teaching methods led to deeper, more profound student learning in a dual credit class offered by Reynolds High School and Portland State University in Oregon. In this use case featured at PebbleBash 2024, PSU core faculty member Sonja Taylor reveals how she integrated the ePortfolio process more deeply within the […]

Introducing ePortfolios to support course inclusivity

Explore how the Justice Institute of British Columbia deployed ePortfolios to support a new course as part of its Advanced Specialty Certificate in Community Care Licensing programme. To help learners overcome the many personal and practical barriers to completing the existing six-week full-time practice education placement component, the Institute’s Junsong Zhang, Albertine De Leon and […]

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 […]

Leveraging ePortfolios to support immersive learning

Discover how PebblePad was deployed by Wichita State University’s Cohen Honors College to support its service-learning partnership with the US National Park Service. In this case study featured at PebbleBash 2024, the college’s Dr Chelsea Redger-Marquardt, Dr Kimberly Engber and Aaron Valentine reveal how the park trip-based programme includes a PebblePad ePortfolio workbook. This is […]

Adapting the SLICC model into a capstone course

Discover how PebblePad supported the adaptation and integration of the Student-Led Individually Created Course (SLICC) Reflective framework into a public health capstone course at the University of Waterloo. In this use case featured at PebbleBash 2024, Waterloo’s Jennifer Yessis, Katherine Lithgow and Nada El-Abbar reveal how PebblePad’s workbooks played a crucial role in the successful implementation […]

Reimagining ePortfolios for learning and employment in interior design

Learn how PebblePad-based ePortfolios are being piloted at Kwantlen Polytechnic University’s Wilson School of Design to implement reflective practises at crucial points throughout its interior design curriculum. In this use case featured at PebbleBash 2024, Interior Design Program Chair Paola Gavilanez reveals the pilot’s initial findings, demonstrating how PebblePad-based ePortfolios are already helping to: Make […]

Disclaimers

The event agenda is correct at the time of publishing. As with all events, we may need to alter or modify aspects of the agenda.

While we take every precaution to ensure the safety and security of our events, Pebble Learning Ltd recommends you review insurance policies to ensure adequate coverage, especially in the realm of business travel.

We will be recording (audio/video) the presentations during the event. A conference photographer will also be capturing moments for our highlights reel. The video and photography will be used to share insights and market PebbleBash to the wider HE community. We do not give automatic refunds, please see the cancellation policy in the FAQs.

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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