"I know what I know now": Showcase portfolios in a graduate adult learning program
"As the title of this case study reflects, the biggest outcome is that students leave the program reporting that “I know what I know now.” Our students consistently report on their exit surveys from the program that the eportfolio experience allowed them the time and space to understand and articulate their learning better."
Dr Candyce Reynolds, Portland State University, US
Themes: Adult learning; Reflection; Showcase; Integrative learning
PebblePad features: Portfolios
Source: PebbleBash case study (2020)
How do we grow great teachers? A portfolio approach to assessment, learning and teaching
"The Bachelor of Education course at the University of Tasmania is using PebblePad to implement a portfolio approach for teaching and learning (Masters, 2016). The rationale for this approach is that a course-long, organic portfolio provides students with tangible evidence of their learning journey. The process of “portfolioing” assists students to treasure their learning experiences and celebrate their achievements as they travel towards a professional destination."
Dr Jennifer Masters, University of Tasmania, AU
Themes: Portfolio practice; Portfolio-based assessment; Professional standards
Source: PebbleBash case study (2020)
Engaging students with the University Graduate Attributes in the Foundation Degree Childhood Studies
Diana Strauss and Clare Wiseman, Canterbury Christ Church University
"This informal ‘community of practice’ not only provided excellent opportunities for collaborative working, but also the opportunity to share good practice and develop new ideas. Tutors specifically supported each other in understanding different types of ‘evidence’ that may be uploaded by students into the workbook."
Themes: Graduate Attributes, Employabiity, PPD
PebblePad feature: Workbooks
Source: Canterbury Christ Church University blog
Don't bolt on; build in! - Scaling up your portfolio perspective to respond strategically to pressures to evidence graduate competency
"Pedagogy has preceded technology, and we have clarified the portfolio expectation that is not defined in accreditation documentation so that our portfolio concurrently benefits both students and the program."
Dr John Kertesz, School of Education, University of Tasmania, AUS
Themes: Competencies / Standards, Accreditation, Whole-of-course approach
PebblePad Features: Workboks
Source: PebbleBash paper (2018)
On the Pebble Road: The first 80 days. An auto-ethnographic account
"This period included thinking through how we might go about incorporating a portfolio approach and the introduction of PebblePad as our portfolio platform, as well as providing early professional development for staff and information and support for students."
Dr Jennifer Masters, School of Education, University of Tasmania, AUS
Themes: Implementation, Whole-of-course approach
Source: PebbleBash paper (2018)
Upscaling a systematic storage method for the collection of evidence against professional standards from a small rural campus to an institutional wide implementation
“Staff need to invest and trust in the system in order for them to become capable users who are able to confidently promote its implementation. With staff invested in the system, ingrained knowledge holders will become more widespread, available to further support their colleagues.”
Kymberley Barbary, The School of Education, La Trobe University, AUS
Themes: Competencies / Standards, Large-scale use, Accreditation
PebblePad Features: Workbooks, Collections, Tags
Source: PebbleBash paper (2018)
Integrating digital curriculum mapping and eportfolios to better respond to stricter initial teacher education accreditation requirements
"Technological solutions, such as … eportfolios, present attractive solutions to generate efficiencies and ease the reaccreditation workload, but they are unlikely to fulfil their potential without consideration of the new pedagogical environments required for their effective utilisation."
Dr John Kertesz, School of Education, University of Tasmania, AUS
Themes: Whole-of-course approach, Competencies / Standards, Accreditation
Source: PebbleBash paper (2018)
"The ePortfolio provided an excellent platform for reflection and I enjoyed the overall process. The learning was fabulous and I have shared many thoughts and moments with colleagues at work."
Jennifer Munday, School of Education, Charles Sturt University, AUS
Themes: Reflection, Graduate Attributes, Professional Development
PebblePad feature: Portfolios
Source: PebbleBash paper (2014)
"Environments such as PebblePad offer the opportunity to facilitate learning environments to students by allowing the provision of scaffolded tasks within the platform"
Pauline Roberts, Faculty of Education, Murdoch University, AUS
Themes: Reflection, Implementation, Student Engagement
PebblePad features: Portfolios, Blogs
Source: PebbleBash paper (2014)
Practicums, philosophies and learning design
"Our plan in the curriculum redesign was to try to give them the necessary scaffolding so that they could make sense of their practical placement and also their pre-existing notions of education."
Lilian Austin, Faculty of Education, La Trobe University, AUS
Themes: Implementation, Placement
PebblePad Features: Portfolios, Blogs
Source: PebbleBash paper (2014)
Moving paper based reflective practice to a sustainable future
"La Trobe University’s five year ‘Future Ready’ strategic plan has ‘bold ambitions’ ...Graduates will be ‘work ready’, ‘world ready’ and ‘future ready’"
Kymberley Barbary, School of Education, La Trobe University, AUS
Themes: Graduate Attributes, Reflection, Placement, Feedback
PebblePad feature: Workbooks
Source: PebbleBash paper (2014)
Educators at the core of lifelong learning
“…there was a need to identify “gaps” in tutors own knowledge… provide new training opportunities associated with professional development, support the development of the “gaps” through supportive learning observations and start the tutors themselves on their own, lifelong journey.”
Lucy Stone, E-Learning and Resource Development, the Amateur Swimming Association, UK
Themes: Professional Development, Self Assessment
PebblePad feature: Workbooks
Source: PebbleBash paper (2014)
"The blogging activities not only allowed reflection and discussion on the issues at hand, but through their use I (Gavin) had to consider the nature of how I was learning, and how best to present material so that the others in the group might engage with it successfully"
Julie Hughes and Gavin Rhoades, School for Education Futures, University of Wolverhampton, UK
Themes: Reflection, Professional Development
PebblePad feature: Blogs
Source: PebbleBash paper (2012)
Drivers and barriers to using eportfolios as a newly qualified teacher
"While it has been argued that highly ‘personalised’ eportfolios with strong personal ownership make them more robust to use across work/life contexts, it can also make their assimilation into institutional objectives more challenging."
Elisabeth Barratt Hacking, Dr Susan Martin, Geraldine Jones, and Peter Webber, Department of Education, University of Bath, UK
Themes: Professional Development, Competencies / Standards, Transition
PebblePad features: Portfolios, Templates
Source: PebbleBash paper (2012)
A music teacher’s development – documenting the journey for accreditation
"Our project’s journey (with various roadblocks, challenges and constraints of the development of eportfolios through PebblePad) became a form of curriculum evaluation. This is a necessary evil as it usually closes more doors than it opens but in our experience it provided a pathway to a reinterpretation of the degree program."
Jennifer Rowley, Peter Dunbar-Hall, Madeleine Bell, and John Taylor, Sydney Conservatorium of Music, University of Sydney, AUS
Themes: Competencies / Standards, Accreditation, Reflection
PebblePad features: Templates, Portfolios
Source: PebbleBash paper (2012)
"Since using PebblePad I have developed a better understanding of how I learn through recording and reflecting upon my learning process."
Sandra Stewart, Charles Sturt University, AUS (2012)
Themes: Reflection, Student Engagement, Independent Learning
Source: PebbleBash paper (2012)
Developing the use of eportfolios to support the reflective learning process in early primary Initial Teacher Education.
“Embedding opportunities for students to use PebblePad in assessed modules and removing the optional element has helped to encourage initial engagement and will hopefully foster longer term independent use.”
Kevin Ardron, Northumbria University, UK
Themes: Reflection, Competencies / Standards, eAssessment
PebblePad features: Portfolios
Source: PebbleBash paper (2010)
To view this case study, access the Kevin Ardron attachment at the bottom of this page
Using electronic portfolios to demonstrate achievement of professional standards in Initial Teacher Training (ITT): Effective and efficient?
“Another new practice recently implemented was the use of eportfolios to enhance the job application process, a practice that has been highly praised by many local head teachers. Trainees create their own mini portfolio, showcasing their key achievements, make it available online and share the link with the head teacher in their job application.”
Helen Bird, School of Childhood and Education, University College Birmingham, UK
Themes: Competencies / Standards, Steamlining Processes
PebblePad feature: Portfolios
Source: PebbleBash paper (2010)
To view this case study, access the Helen Bird attachment at the bottom of this page
From an eportfolio to a PLS: Integrating an eportfolio into a Post Graduate Certificate in Learning & Teaching in HE.
"We felt that PebblePad had the potential to increase communication between tutors and learners, particularly formative feedback."
Sarah Chesney, University of Cumbria, UK
Themes: Reflection, eAssessment, Feedback
PebblePad feature: Portfolios
Source: PebbleBash paper (2010)
To view this case study, access the Sarah Chesney attachment at the bottom of this page
ePortfolios for developing trainee teachers’ professional learning though reflection
"For us the introduction of an eportfolio system was an evolutionary process which required time to adapt existing practices and adopt new ones. This can be demanding for tutors who are typically time poor."
Geraldine Jones, Department of Education, University of Bath, UK
Themes: Reflection, Competencies / Standards, Streamlining Processes
PebblePad features: Portfolios, Blogs, Templates
Source: PebbleBash paper (2010)
To view this case study, access the Geraldine Jones attachment at the bottom of this page
From little things, big things grow: The organic propagation of PebblePad projects in the Faculty of Education, La Trobe University.
"While we often assume that large-scale projects with generous funding stand the most chance of success, this case study has shown that cycles of modest but persistent achievement can also provide positive outcomes."
Jenny Masters, Lilian Austin & Lyn Doolan, La Trobe University, AUS
Themes: Reflection, Implementation
PebblePad features: Portfolios
Source: PebbleBash paper (2010)
To view this case study, access the Jenny Masters attachment at the bottom of this page
Embedding eportfolios into an undergraduate degree program.
"We’ve … learned about the power of allowing students to reflect on both informal and formal learning and the seen impact of this on their understanding of themselves as learners, and also on their confidence in student practicums."
Jenni Munday, Charles Sturt University, AUS
Themes: Reflection, Independent Learning, Graduate Attributes
PebblePad feature: Portfolios
Source: PebbleBash paper (2010)
To view this case study, access the Jenni Munday attachment at the bottom of this page
Dual learning experience: An academic studying and learning through the PebblePad environment
“The functionality of PebblePad allows non-linear work processes and thought patterns to flourish, and are perhaps even favoured: this can allow more creative processes and assist in producing more innovative work.”
Trisha Poole, Faculty of Education, Charles Sturt University, AUS
Themes: Professional Development, Digital Literacy, eAssessment
PebblePad features: Portfolios, Blogs
Source: PebbleBash paper (2010)
To view this case study, access the Trisha Poole attachment at the bottom of this page
Assessment of and for learning in Primary PGCE ICT Initial Teacher Training at the University of Worcester
"From a trainer perspective, the opportunity to have media rich content, dynamically hyper-linked with narrative and reflective commentary has brought a greater clarity of insight and understanding into emerging professional’s practice and in turn, informed my teaching."
Moira Savage, Institute of Education, University of Worcester, UK
Themes: Steamlining Processes, eAssessment, Reflection
PebblePad features: Portfolios, Peer Review
Source: PebbleBash paper (2010)
To view this case study, access the Moira Savage attachment at the bottom of this page
Teacher eportfolio Project for Northern Ireland – a multi agency approach to teacher lifelong learning
"Beginning Teachers and their tutors were exceptionally positive about the benefits of eportfolio-based professional development and viewed the tools as making a valuable contribution to their Induction and Early Professional Development (EPD) activities."
Gillian Stewart, Belfast Education and Library Board, Ireland, Dr Victor McNair, School of Education, University of Ulster, Ireland
Themes: Reflection, Accreditation, Professional Development
Source: PebbleBash paper (2010)
To view this case study, access the Gillian Stewart attachment at the bottom of this page
Embedding eportfolios in an introductory educational technology subject
"Nearly all students found PebblePad easy to use and could easily see the multitude of uses in their new teaching careers – both as a teacher for themselves, and for their students as a tool for teaching and learning."
Jacquie Tinkler, School of Education , Charles Sturt University, AUS
Themes: Reflection, Digital Literacy
PebblePad features: Action Plans, Portfolios
Source: PebbleBash paper (2010)
To view this case study, access the Jacquie Tinkler attachment at the bottom of this page
Lost in Reflection. How SSPAL students use ‘forms’ to find their way.
“This module has shown that student assumptions and staff assumptions can be two different things, even though they were aiming for the same results. Any reflective writing or practice in any form needs to be supported with constant feedback, even more so when placed online."
Paul Towers, School of Sports, Performing Arts and Leisure, University of Wolverhampton, UK
Themes: Placement, Reflection, Student Engagement
PebblePad features: Templates, Blogs
Source: PebbleBash paper (2010)
To view this case study, access the Paul Towers attachment at the bottom of this page
It’s more than an eportfolio: Using PebblePad for online submission and assessment
"It was essential to work in collaboration with specialists and closely with my peer who would be assessing the submitted coursework also and who was knowledgeable about the extended functions available to PebblePad system administrators."
Louise Wilson, Centre for the Study of Higher Education, Coventry University, UK
Themes: eAssessment, Professional Development, Streamlining Processes
PebblePad features: Action Plans, Blogs, Portfolios
Source: PebbleBash paper (2010)
To view this case study, access the Louise Wilson attachment at the bottom of this page
