A portfolio at the core of a distance learning programme
"Our belief is that portfolios have to be core to the programme and to be a wall-to-wall experience, not least so that the students see that their investment in learning how to use the technology will pay back in later courses."
Paul McLaughlin, The University of Edinburgh, UK
Themes: STEM; Online learning; Employability; Portfolio-based assessment
PebblePad features: Workbooks; Blogs; Feedback
Source: PebbleBash case study (2020)
"This case study will outline the use of PebblePad to highlight effective study strategies, to develop study plans by incorporating these strategies, and to provide a safe space for students to evaluate and reflect on their performance."
Christopher Love, Julie Crough, David Green & Christopher Allan, Griffith University, AU
Themes: Student Success; Reflection; STEM; Study plans;
PebblePad features: Workbooks; Reporting
Source: PebbleBash case study (2020)
Geospatial Sciences @RMIT: Pivoting to online - Industry Engagement
"Due to COVID-19, students were now unable to present their Industry engagement activity 'Industry poster presentation' to industry professionals for feedback. Traditionally this event has been held in a face to face setting with industry professionals taking the time to arrive at a venue and circulate and chat to students about their project proposals. Taking an innovative step, Geospatial Sciences decided to turn this Industry Poster presentation into a virtual event using PebblePad."
Chris Bellman, Geospatial Sciences, RMIT University
Mark Derbyshire, Learning Enhancement Team, RMIT University
Themes: Virtual poster presentations, Industry partners, Peer review
PebblePad features: Templates, Embedded media, New feedback sidebar
Source: Published portfolio page
Talk the talk: Finding the language of the eportfolio
"It is only once students recognise that the eportfolio system links directly to their future profession that it will be accepted as a valuable part of their studies."
Heather Pate, Centre for Learning and Development, Edith Cowan University, AUS
Themes: Reflection, Student Engagement, Competencies / Standards, Feedback,
PebblePad feature: Portfolios
Source: PebbleBash paper (2014)
Using the ePortfolio PebblePad as an electronic laboratory notebook
Why choose PebblePad? "We wanted to better prepare our students for the future research workplace environment. However, commercial eNotebook systems are VERY expensive ($1-2K per person per year) so various alternative options had to be explored.Crucially we wanted the student experience to be more than just file management and cataloging, placing more emphasison feedback and reflection and engendering a culture ofengagement, creativity and fun."
Dale Hancock, Jill Johnston, Sashi Kant, Vanessa Gysbers, Tim Newsome, Ruth Weeks and Gareth Denyer
School of Molecular Bioscience and Sydney eLearning, The University of Sydney, AUS
Themes: Reflection, eAssessment
PebblePad feature: Portfolios
Source: PebbleBash paper (2012)
"PebblePad enables the early identification of students at risk. Through using an eportfolio to complete short, weekly tasks the tutor is able to quickly identify students at risk if they are not completing the weekly milestones."
Paul Hampton (1), Glynis Hampton (1), and Emma Purnell (2), 1 School of Technology and 2 Institute for Learning Enhancement, University of Wolverhampton, UK
Themes: e-Assessment, Work Integrated Learning, Competencies / Standards
PebblePad features: Portfolios, Blogs
Source: PebbleBash paper (2012)
Engaging Engineering: Introducing eportfolios into a first year Engineering course
"Staff have seen a definite improvement in student reflective practices and their conceptualisation and evidencing of professional skills."
Meaghan Botterill, Faculty of Engineering, RMIT University, AUS
Themes: Competencies / Standards, Graduate Attributes, Orientation
PebblePad features: Blogs, Templates, Action plans
Source: PebbleBash paper (2010)
To view this case study, access the Meaghan Botterill attachment at the bottom of this page
Putting the 'e' into ethics - using PebblePad forms to submit and assess ethics applications
"The existing ethics application process was lengthy and unclear for both students and tutors, with little interaction between the stages of the application. This process needed to enable better monitoring of the ethics applications, create an easier application process and also build on the students’ digital literacy."
Rachel Challen, University of Wolverhampton, UK
Themes: eAssessment, Streamlining Processes
PebblePad feature: Portfolios
Source: PebbleBash paper (2010)
To view this case study, access the Rachel Challen attachment at the bottom of this page
Teaching old dogs new tricks: A strategy to promote innovative teaching and leadership using eportfolios
"Now that we have a base knowledge of the value of eportfolios we are using a whole of program curriculum planning process to identify the most appropriate courses and assessment pieces where PebblePad could be introduced."
Ian Clarke and Delene Weber, School of Natural and Built Environments, University of South Australia, AUS (2010)
Themes: Reflection, Implementation
Source: PebbleBash paper (2010)
To view this case study, access the Ian Clarke attachment at the bottom of this page
A conversion among the pebbles? Using an eportfolio to support PDP with year 2 Electronic Engineering students.
"The key issue was how to ensure that students saw this as a relevant, meaningful and useful activity, and one in which they had some ownership, rather than a mechanistic process they engaged in to pass the assessment."
Helen Sterne, Personal Development Planning Co-ordinator , University of Surrey, UK
Themes: Professional Development, Reflection
PebblePad features: Portfolios, Templates, Blogs
Source: PebbleBash paper (2010)
To view this case study, access the Helen Sterne attachment at the bottom of this page
