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Friday 21st November 2025

PebblePad: Powering Reflective Practice & High-Impact Learning in Canada

Category: Customers
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by: PebblePad

Discover why, as higher education continues to evolve, one institution is increasingly turning to digital tools that support authentic, reflective, and student-centered learning.

At Kwantlen Polytechnic University (KPU), ePortfolios play a significant role in supporting reflective and experiential learning as well as professional learning. In Fall 2020, KPU added the option of the PebblePad platform to support ePortfolio pedagogy or folio thinking.

KPU’s 2024 Teaching & Learning Commons Annual Report highlights PebblePad as a key tool supporting reflective and experiential learning in specific courses and programs and supporting specific strategic priorities such as that guide SoTL efforts, undergraduate research skills, and faculty professional learning.

Capturing learning

As part of the university’s ePortfolio Advancement Plan, a new BSN workbook has been developed for each semester of the Bachelor of Science in Nursing program. These workbooks are designed to capture learning across the entire program, providing a structured yet flexible space for students to reflect and demonstrate growth.

PebblePad is also being integrated into faculty professional development. Some Teaching & Learning workshops now include PebblePad workbooks, helping faculty explore the platform’s potential for teaching, learning, and assessment.

 

Growing resources

Currently, 3,575 students and 334 faculty are actively engaging in ePortfolio creation through PebblePad—clear evidence of its growing role in KPU’s learning ecosystem.

The platform is also being used to create a wide range of resources that support both students and faculty. These include:

 

Increased integration

PebblePad is also featured in broader institutional initiatives. For instance, the Teaching through Undergraduate Research site offers guidance on integrating research into teaching with the Undergraduate Research PebblePad Workbook, designed to help student researchers systematically develop their project designs.

Additionally, the Sustainability in Action: Faculty Champions Advancing the UNSDGs at KPU showcases six rapid-fire presentations on embedding sustainability and the UN Sustainable Development Goals into teaching practices—all captured and shared through a PebblePad ePortfolio.

Finally, in March 2024, KPU also hosted its third annual ePortfolio Matters @KPU Day, which welcomed 35 attendees to explore and share practices around PebblePad ePortfolio use.

"This [ePortfolio] project was successful beyond my wildest dreams. My fears were that the students would be afraid of the technology but they were not. They created beautiful pages that included things they were interested in and artifacts from their lives. Moreover, they were excited as they were able to connect the material to themselves in a new way." Dr. Sarah Hickinbottom, faculty, Educational Studies at KPU

 

Making it easy

KPU continues to support PebblePad through workshops and a growing library of shared resources with ready-made and/or adaptable templates (such as SoTL, COIL, OER and Land Acknowledgement). As the platform evolves, it remains an important part of KPU’s ecosystem—supporting faculty to design integrative learning and authentic assessments and students in documenting and reflecting on their learning journeys.

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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.

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Gaining CPD with PebblePad

PebbleBash 2024, a biennial international PebblePad conference, to be held in Edinburgh, Scotland, in June 2024.  PebbleBash brings together PebblePad practitioners from around the globe to share practice and discuss the opportunities and challenges that the use of a learning and teaching platform like PebblePad presents.

As many of PebblePad’s customers are undertaking initiatives to reshape the curriculum, PebbleBash provides an opportunity to exchange insights, best practice and renew ideas for creating exceptional learning experiences, aligned with evolving student needs.

Attendees will benefit from the opportunity to:

  • Learn about methods from expert practitioners who have overcome similar challenges
  • Learn how PebblePad is being used to help education institutions tackle some of the key themes in the HE sector: Authentic assessment and feedback, Flexible learning design, Belonging, wellbeing and success, Employable and future-ready and Professional identity and capability
  • Learn about strategies for implementing PebblePad at scale, resources and processes for training and support, reporting and learning analytics, integrations and administration.
  • Network within the community and meet and speak with the PebblePad leadership, implementation and development teams.

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.

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.

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.

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.

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