From thinking about what I bring to University study, to showing I'm ready to join the profession: Embedded ePortfolio in a Bachelor of Education (Early Childhood and Primary)
Jennifer Munday (2020), Associate Professor, Education, Charles Sturt University
Webinar delivered for the Uarctic Thematic Network: Teacher Education for Social Justice and Diversity
ePortfolios are becoming more useful in Higher Education as flexible online receptacles where webpages for various purposes can be created by the account owners of learning spaces and then shared with different audiences. Currently the Bachelor of Education (Early Childhood & Primary) has an embedded ePortfolio that students add to over the four years of their degree program and culminates in a Professional ePortfolio that can be shared with prospective employers. A key component of the embedded ePortfolio is the use of a visual image graduands choose to explain their development from 1st year student to preservice teacher.
The main aim of the presentation will be to show what elements of preservice teacher experience are being captured in the online learning space and how these elements are brought together in the final professional ePortfolio. Charles Sturt University uses PebblePad as its University ePortfolio learning space and examples of students’ work will be shown from each year level to show the developmental outcomes. At the middle of their fourth and final year, students in the reviewed and revised B.Ed (EC&Prim) will have completed their ePortfolio and can share with all previous supervising teachers and Principals of schools, and Directors of Centres.
The final Professional ePortfolio provides preservice teachers with self-understanding of their achievements and helps them project themselves as beginning professional educators to audiences who might assist with employment prospects.
Formative feedback and assessment in Education
Kymberley Barbary (2018), Lecturer, Education, La Trobe University
A presentation from the "Designing Assessment with PebblePad" day at La Trobe University, 19 July 2018
Using auto submitted workbooks for goal setting prior to commencing professional placement, preservice teachers are provided with personalised feedback via screen captures (using Snag It), allowing them time to reflect and rework their goals based on formative feedback before commencing their placement. This scaffolded process has provided students with an opportunity to focus on their own learning, resulting in rich reflections on well-developed SMART goals.
Capturing teaching experience - student presentation from Canterbury Christ Church University (2017)
Students studying in the Postgraduate Certificate in Education (PGCE) at CCCU have been using PebblePad to capture teaching experiences during their Enhanced Studies to the Curriculum module. The experiences captured include student placements to schools in Ghana, Bangkok, Spain, and various places around Great Britain. The examples offered on this page demonstrate reflection through individual learning journeys and the potential for technology to support this.
The examples have been generously shared to our Community for non-commercial educational purposes. For further details, contact Geoff Rebbeck, Lecturer PGCE,
Student presentation: Personalised Learning Spaces
In this video PGCE student Sarah Tutton leads a presentation with her student colleagues to PGCE Curriculum Tutors at CCCU. They present the student perspective on how technology can be used in their learning as a means of informing their future teaching practice. Many of the portfolios and other assets linked in the Collection below are shown and discussed. Students not present in the room participate via WhatsApp.
Collection of student assets
Linked below is a collection of workbooks, reflections and captured experiences such as lesson snapshots. The students have given permission for these to be made available to the PebblePad Community despite containing some very heartfelt, personal reflections. We are extremely grateful to the students for sharing their work with us so that we can learn from it.
Teacher Education on the PGCE Secondary and Primary course with PebblePad
James Shea (2015), University of Bedfordshire
Take-away messages:
- PebblePad webfolio is the central point of all collaboration and interaction, whether that be peers, tutors or mentors in practice.
- Timely summative and formative feedback is based on key intervention points and are placed in tutors calender
- Course administrators set-up and manage placement logistics. The set up wizard helps because often the student will move placement, potentially at the very last minute.
James Shea, Senior Lecturer in English and Education, University of Bedfordshire
Education Studies unit - Children and Young People in the Digital Age
Bethan Michael (2015), University of Bedfordshire
Take-away messages:
- Students access PebblePad using the Blackboard Building Block, this seamless process directs learners to the activities they need to undertake.
- Students are given very little training in how to use PebblePad instead workshops are used where peers are buddied with more confident individuals and staff are on hand to assist.
- The use of PebblePad has evolved over the last 4-years and has become much more integral within the unit.
Bethan Michael, Lecturer in Education Studies, University of Bedfordshire
