Pedagogy before Portfolios: Part One

Pedagogy before Portfolios: Part Two

It’s easy to be distracted by shiny new toys. Post-secondary instructors are no more immune to the latest and greatest in digital learning tools than their students are to the latest iPhone release or social media platform. But be warned – slick interfaces and pretty graphics are just fancy wrappings over an empty box if sound pedagogy is not contained within. 

These two posts describe the experiences of two different areas within KPU when implementing PebblePad.

Gillian Sudlow and Dr Teresa Swan, Kwantlen Polytechnic University, USA

Themes: Implementation; pedagogy; portfolio thinking; 

Source:  BCcampus News

PebblePad at ECU: A symphony in three movements

"At Edith Cowan University (ECU) PebblePad is used as an integrative learning teaching tool, designed to support students’ learning and ability to articulate this learning to others from first year to graduation and beyond. In this case study, we will discuss how ECU has continued to support program-long, program-wide PebblePad use in multiple Schools via a central unit."

Heather Pate, Edith Cowan University, AU

Themes: Implementation strategy; Enterprise use

Source:  PebbleBash case study (2020)

Reimagining assessment through PebblePad

"From sharing experiences and assessing the factors which shape the use of eportfolios, we have further confirmed that enabling discussions with colleagues need to focus on their specific context, experience, beliefs, and fears. Open, honest, and frank discussion is required to encourage lecturers and others who support learning to maximise the benefits of such a platform."

Professor Lydia Arnold, Harper Adams University, UK

Themes: Enterprise implementation; Authentic assessment; Feedback

Source: PebbleBash case study (2020) 

Expansion, experience and excellence: Meeting the demand from academics wanting to use PebblePad. Stage 2 of University of Derby’s Implementation of PebblePad

"The aim was to initially explore how PebblePad could meet the varying needs of the academic programmes. The scope of the second stage of implementation was to build on the successes of stage one and further enhance teaching and learning through varying uses of eportfolios across the University."

Nicola Sparkes, Centre for Excellence in Learning and Teaching, University of Derby, UK

Themes: Implementation

PebbleBash paper (2018)

Integrative learning portfolios across the curriculum and across levels: Best practices in undergraduate and graduate programs

"The eportfolio is used to help students explore their academic identity and provide a forum for them to explore and demonstrate their learning in the general education program outcomes. Students are guided through pedagogical practices in developing their year-long eportfolios."

Sonja Taylor1 & Dr Candyce Reynolds2, University Studies1, Educational Leadership and Policy2, Portland State University, US

Themes: Student Engagement, Whole-of-course approach, Reflection

PebblePad Features: portfolios

PebbleBash paper (2018)

Blue sky innovation with pragmatic incrustation

"In order to future proof this decision, and for the application to realise anything near its demonstrated capability for staff and students, there needed to be created a cohesive strategy for communication, professional development and empowerment to and by staff to engage with the application and the culturally different thinking around a virtual learning space."

Dr Douglas Colbeck & Claire Tubman, University of Tasmania, AUS

Themes: Implementation

PebbleBash paper (2018)

“The  applicability  of  the  Toolkit  is  not  restricted  to  just  those  institutions  who  are  new  to  implementation. It can be adapted to work where previous practice has developed organically and where original implementation has been less structured.”

Victoria Curry, Dan Metcalfe, & Emma Purnell, Academic Support, Technology & Innovation, Plymouth University, UK

Theme: Implementation

Source: PebbleBash paper (2016)

Proposing the use of Agile Project Methodology approaches to improve eportfolio design

"The essence of the approach we adopt is to place the students, indeed all stakeholders, very much as partners in the project rather than subjects of an experiment or simply recipients of knowledge."

Patrick Lynch & Persefoni Stylianoudaki, Learning Enhancement & Academic Practice, The University of Hull, UK 

Theme: Implementation

Source: PebbleBash paper (2016)

Towards an eportfolio culture: One institution’s journey

“We have learned that we need a clear process for on-boarding new projects using eportfolios and PebblePad. Learning new software and changing pedagogical practice is challenging. Acquiring a platform is not the end of this journey.”

Candyce Reynolds, Educational Leadership and Policy, Portland State University, US and Melissa Pirie, School of Business Administration, Portland State University, US

Theme: Implementation

Source: PebbleBash paper (2016)

Implementation of an ePortfolio Early Adopter Phase: Processes and outcomes

“Showcasing eportfolio use in the Early Adopter Phase has generated further interest and improved understanding of eportfolio value across other programs. Implementation at both an undergraduate and postgraduate level provides deeper understanding of potential enablers and barriers through highlighting the individual nature and needs of different programs.”

Christine Slade & Keith Murfin, Centre for the Support and Advancement of Learning and Teaching, University of the Sunshine Coast, AUS

Themes:  Implementation, Student Engagement

Source: PebbleBash paper (2014)

"The student eportfolios presented in the competition showed how they had taken the key concepts of an assignment but incorporated a great deal of their own story and journey into it."

Jacqueline Patten, Centre for Learning and Development, Edith Cowan University, AUS

Themes:  Student engagement

PebblePad Features: Portfolios

PebblePad: Enhancing learning delivery by extending the capability of existing educational technologies.

“The use of PebblePad offers staff the ability to provide meaningful, targeted feedback to students and to more closely engage with the key learning activities of their units. The ability to link meaningful study experiences to an eportfolio provides an additional dimension to the purpose of the activity such as research (with reflections), with the inherent benefit that the material extends beyond its initial purpose and serves as part of the student’s resume.”

Ross Yates, Centre for Learning and Development, Edith Cowan University, AUS

Theme: Implementation

Source: PebbleBash paper (2014)

The short and the long of it: Sustaining workbooks from three weeks to three years

"The  atypical  nature  of  the  assessment  workflow  for  an  eportfolio  demands  close  attention  to administration. Students who are used to submitting completed assignments to the LMS have difficulty  with  the  early,  pre-completion  submission  of  their  templates  and  the  resulting  real-time ‘window’ on their portfolio development. The concept of submission before work has been completed  is  entirely  foreign  to  students  and  they  are  reluctant  to  allow  supervisory  staff  to see unfinished work."

Susan Atkinson, Mark Henderson, Jo Lockwood & Ruth Weeks, Sydney eLearning, University of Sydney, AUS

Themes: Implementation, Feedback, Reflection, Placement, Research Supervision

PebblePad features: Workbooks

Source: PebbleBash paper (2014)

Four fab ideas - including marking on iPads and the 'why?' question

"This snapshot of some of the recent PebblePad-linked projects illustrates the diversity of areas which can benefit from using the system. It also demonstrates how flexible the system can be when coping with tasks that normally belong to the Virtual Learning Environment (VLE) area (assignment collection)."

Robert Chmielewski, University of Edinburgh, UK

Themes: eAssessment, Placement, Graduate Attributes

PebblePad features: Portfolios, Activity Logs

Source: PebbleBash paper (2012)

Empowering PebblePad users through a University wide support forum

"Students and staff working together in an online, asynchronous support forum can share the workload and support the different needs of students. Students acting as peer mentors learn again as they teach and extend their knowledge of PebblePad use."

Sandra J Stewart and Alissa Haddad, Charles Sturt University, AUS

Themes: Implementation, Student Engagement 

Source: PebbleBash paper (2012)

Introducing PebblePad: Eight stories from tutors

"This document includes 8 stories of PebblePad implementations. Each story is different, each case was different and each time students produced different types of assets."

Robert Chmielewski, University of Edinburgh, UK

Theme: Implementation

Source: PebbleBash paper (2010)

To view this case study, access the Robert Chmielewski attachment at the bottom of this page

PebblePad implementation: You DO need to walk before you can run

"PebblePad offers an opportunity to positively transform the learning environment. As with any change, this requires the commitment, development and support of all stakeholders."

Margaret Faulkner, University of South Australia, AUS

Themes: Implementation, Graduate Attributes

Source: PebbleBash paper (2010)

To view this case study, access the Margaret Faulkner attachment at the bottom of this page

Developing an eportfolio pedagogy for small and medium-sized enterprises

"The pedagogy developed needs to take …into account the different and varied learning needs of employer and learner and also provide a cost-effective, sustainable and scalable learning opportunity."

Alison Felce and Emma Purnell, The Institute for Learning Enhancement, The University of Wolverhampton, UK

Themes: Implementation, Work Integrated Learning

Source: PebbleBash paper (2010)

To view this case study, access the Alison Felce attachment at the bottom of this page

Let every flower bloom – an organic approach to introducing PebblePad

Alan White,  Northumbria University, UK

"As part of the roll-out, each school was invited to identify a champion or champions who would act as the focal point within the school for the initiative."

Theme: Implementation

Source: PebbleBash paper (2010)

To view this case study, access the Alan White attachment at the bottom of this page