Evidencing work-bsed learning in graduate and degree apprenticeship programmes.
Aliya Steed (2022) Senior Learning Technologist, University of Strathclyde

Presented at MiniBash UK 2022

The University of Strathclyde offers several Graduate Apprenticeship programmes, one of which, the Graduate Apprenticeship in Engineering, got off to a rocky start. Initial problems of non-engagement, patchy uptake, unsustainable workflow, and lack of confidence with the portfolio approach by both academic staff and learners. A collaborative re-design process was required to get the program back on track. Through initial discussions, it became obvious that they needed to build up confidence and a sense of safety for staff and students who had been confronted with new tools, a new pedagogy, and new practices in work-based learning. Some careful design and support was required together with a fresh look at pedagogy. ‘Pebblegogy’ taught them that the design should be experiential, incremental, open, dialogic and have the student firmly in the driver’s seat. 

The learning design team worked closely with academics to inspire them to own the redesign process.  They stepped through an evaluation of what worked and what needed improvement, reflected on learner perspectives, created a new workbook, restructured how evidence was submitted, added clear assignment submission dates, refocused learning adviser training, and provided scaffolded guidance on evidence collection and the submission process. In the end, their greatest achievement was the success of investing in a collaborative and iterative design process evidenced through the increased usage of workbooks and more programs jumping on board.

Zero waste learning: Incorporating the 5E model into PebblePad

Eddie van Etten & Heather Pate (2021) Edith Cowan University

During the planning of a new postgraduate unit in waste management, we were attracted to Pebblepad because of its versatility in design frameworks and tools which allowed us to construct interactive learning modules that enabled students to engage with, explore, reflect on (explain), elaborate on and evaluate the content (i.e. application of the 5E education model). Additionally it aligned with our aim to implement a paperless system of study and assessment (to put into practice what was being taught in the unit). This presentation (entitled: “Zero Waste Learning: Incorporating the 5E model into Pebblepad”) is a summary of how we designed the learning experience in Pebblepad,  and the initial successes and lessons learnt in the first year of its implementation.

Eddie van Etten, School of Science, and Heather Pate, Centre for Learning and Teaching, Edith Cowan University, WA

PebblePad to Support Students During Co-operative Work Terms

Chris Rennick (2019) University of Waterloo

In this presentation Chris Rennick shares how he uses PebblePad workbooks to engage students in hands-on engineering design experiences and authentic research activities in their co-operative work term in the Ideas Clinic at the University of Waterloo. Chris introduces us to the concept of “magnificent failures” where students reflect on what didn’t work as planned and what they learned from these experiences. The space in which students can record and reflect on their experiences reminds them of all the work they have done and makes the end term evaluation a smoother process for both the students and the evaluator.

Chris Rennick, Faculty of Engineering, Ideas Clinic, University of Waterloo