20x20 presentations, also known as Pecha Kucha presentations, are a format where the presenter shows 20 slides for 20 seconds each, with the entire presentation lasting a little over 6 and a half minutes. The format was designed to be highly visual, fast-paced and informative. Below are some recent 20x20 presentations highlighting some of the exciting work being done by our customers. You can visit and subscribe to our YouTube playlist to view all of our recorded presentations in the one place and receive notifications of new additions.
Paperless Assessment on Clinical Placement
Marlene Daicopoulos & Helen Dugmore, Murdoch University
To complement the student clinical portfolio in PebblePad, Nursing at Murdoch has created assessment templates that can be completed and signed off while the student is on site, including daily timesheets with the integration Pebble Pocket on smart devices.
Marlene Daicopoulos, ePortfolio Learning Support, & Helen Dugmore, Lecturer in Nursing (Clinical Practice Coordinator), School of Health Professions, Murdoch University, Australia
ePortfolio for employability
Abigail Lewis, Edith Cowan University
How can ePortfolios be used to support students’ employability skills so they are engaged in their course, developing competencies and able to stand out from the crowd in interviews and when addressing selection criteria? There are a range of strategies that can be embedded across a course and enhanced by ePortfolio activities to create a well-rounded work-ready graduate. This presentation describes these activities and strategies in the Speech Pathology course at Edith Cowan University where an ePortfolio has been embedded since 2010. Students are engaged, see the educational value and development their reflective practice. They see the link with their future careers as speech pathologists.
Abigail Lewis, Clinical Coordinator / Lecturer, Speech Pathology, Edith Cowan University, Australia
Giving Students an Employability EDGE - E-portfolios for Dietetic Graduate Employability. Implementing PebblePad within Bachelor of Nutrition & Dietetics.
Lana Mitchell, Griffith University
The ePortfolios for Dietetic Graduate Employability (eDGE) project was introduced into the Nutrition & Dietetic Program at Griffith University in 2016. Through this project, PebblePad was implemented from Year 1 of the degree, with the aim of better evidencing student competency and enhancing employability. This recorded session provides an overview of the project, resources and lessons learned.
You can also view Lana's academic professional portfolio which includes links to many PebblePad workbook examples developed and used in the Nutrition and Dietetics Program.
Lana Mitchell, First Year Coordinator, Nutrition & Dietetics, Griffith University, Australia
Multi-pronged approach to enterprise-wide implementation of PebblePad
Heidi Blair and Megan Duffy, Griffith University
How do you engage 45,000+ students and 5,000+ staff in practices identified through an institutional-wide initiative? In 2017 Griffith University launched PebblePad as a university-wide Personal Learning Environment (PLE) for students and staff. The PLE is serving as a vital enabler of the University’s Griffith 2020 initiative for transforming the institution. A collaborative effort, the launch team includes faculty-based and central unit learning and teaching staff working alongside the information and technical services group. With governance from an official Working Party composed of members from across the University serving in a multitude of roles, the implementation began with four streams of activity:
- Curriculum Embedded by Academics - Innovator cohorts and faculty-wide outreach through workshops at faculty and university levels
- Employability Strategies at the University Level - Developing and evidencing transferable skills that support the attainment of Graduate Attributes at faculty and university levels
- Engaging All Students through Extra-Curricular Connections - Challenge-based engagement of all students
- Embedding the PLE into Professional Development - Integrating reflective practice, professional journey planning and evidencing of capability
This recorded session shares the strategies, structures and lessons learned.
Heidi Bair, PhD, Deputy Director and Megan Duffy, Implementation Manager, Learning Futures, Griffith University
Employability across the curriculum - a university wide approach to ePortfolios
Heather Pate and Katrina Strampel, Edith Cowan University
At Edith Cowan University, our challenge has been to find meaningful ways to improve student employability upon graduation. While students might succeed once they enter the workforce, we were finding that our students were struggling to gain employment on graduation. We theorised that like many students (Peet, 2011), ours tended to find it difficult to articulate the knowledge, skills, and achievements they had developed throughout their course, and through extra curricular activities, verbally or in writing on graduation. Using PebblePad, we are implementing a whole-of-course integrative learning approach across multiple programs around the university. In these courses, students are given a number of scaffolded opportunities to recognise and articulate their knowledge, skills and achievements, and to collect evidence to support these. Students use the stories and evidence gathered throughout their course to create PebblePad portfolios, documenting their learning journey and preparing them for their future employment.*
* If you would like more in-depth information, our recent webinar featured Heather and Katrina presenting on this initiative. You can view the webinar recording here.
A new efficient approach to evidencing clinical skill acquisition
Andrew Kirke, Sheffield Hallam University
Although the acquisition of practical skills in Paramedic practice is key to students' professional development, assessment of these skills can be challenging. The BSc. (Hons) Paramedic programme at Sheffield Hallam University (SHU) uses Objective Structured Clinical Examinations (OSCEs) to assess practical skills. However, this type of assessment is time-consuming and costly due to the need to use many staff to execute. We have seen a significant increase in student numbers, which has further compounded the problem. In addition, it has been well documented that students find OSCEs a very stressful method of assessment (Van Hattum-Jannssen & Lourenco, 2006). The current programme necessitates the assessment of 18 different skills using OSCEs across four modules. These factors highlighted the need to consider other ways of managing these assessments that were more efficient and student focused. All students at SHU have a PebblePad account, which can be linked to the PebblePocket app. During the module, each student was issued with a workbook to which they were required to add two videos of each skill. The first video was both self and peer assessed, whilst the second was assessed by academic tutors. The use of two videos enabled the student to show progression and the benefits of self and peer assessment are also highlighted as essential skills for the registered clinician.
Andrew Kirke, Profgramme Leader, Paramedic Science, Sheffield Hallam University
Workplace Integrated Learning and PebblePad - Enhancing graduate employability
Laurie Murphy and Alf Kuilboer, James Cook Univeristy
By embedding both WIL experiences and PebblePad-based assessment, the employability theme is integrated throughout the Bachelor of Business degree. In first year, students are provided with a skills portfolio workbook in PebblePad to help them connect assessment to transferable skills throughout their degree, and to encourage them to save assessment pieces as assets. A scaffolded approach to Portfolio pedagogy and WIL ensures students not only have the opportunity to gain valuable industry experience, but can enrich their experience by documenting and demonstrating work-based competencies through the creation of a CV/skills Portfolio in one of the 3rd year WIL subjects. In the professional internship subject students prepare a cover letter and CV Portfolio to address the selection criteria of a real job ad. They regularly update an activities diary template, which is monitored in the ATLAS workspace, and complete a reflective journal at the completion of the placement. In the multi-disciplinary project subject, students are required to work in cross-disciplinary teams on an identified real problem for an industry partner. Students complete a CV Portfolio that provides evidence of skills needed for their role in the project team. The project proposal is completed in a workbook, the final outcome is presented to the industry partner in the form of a Portfolio, and meeting agenda and minutes templates are used to manage team meetings. A customised template is used by students to reflect on working in a multidisciplinary team. Students already employed in a workplace can undertake an independent project addressing a workplace problem. As part of the project proposal workbook, students complete a CV Portfolio evidencing relevant skills, and their final project outcome is presented as a Portfolio. The building blocks embedded in the degree ensure every BBus graduate leaves the institution with a skills-based CV Portfolio significantly enhancing their employability.
Supporting doctoral student development and progression monitoring using Pebblepad
Ian Palmer, University of Sheffield
Ian Palmer, Faculty IT Manager, Medicine, Dentistry & Health, University of Sheffield
Embedding employability into the nursing course:
Using PebblePad to engage students in weekly low fidelity immersive simulation in a complex care clinical nursing unit
Caroline NIlson and Martin Hopkins, Murdoch University
The 5th semester Complex Care unit in the Murdoch University Bachelor of Nursing course has historically used paper-based work sheets to guide students through realistic, simulated, low fidelity case based nursing care scenarios. In 2017, PebblePad was utilised to create a set of virtual health records for eight patients with frequently presenting chronic health conditions. The records included the patient's biography (including photographs), clinical history, diagnostic results and nursing documentation. The PebblePad workbook engaged students in a constructivist learning approach as they work in groups at the simulated patient's bedside. Each week they accessed the workbook that provided them with a scenario and the patient's details using monitors above the beds. The realism of the experience was enhanced by the addition of low fidelity manikins that allowed students to relate the information in the virtual health records to the patient. The workbook included guidelines on the required nursing care of the patient by using a variety of aids such as clinical skills videos, and by embedding diagnostic evidence such as ECG results into the patient's records. The workbook was constructed using the latest evidence-based practice that allowed students to critically analyse the information provided to them. Students worked at a pace that suited their individual learning styles in a safe environment to develop their clinical reasoning skills. Students had ownership of the health records and could work in them at any time. It changed the students' focus from assessment of learning to assessment for learning. The virtual health records evolved on a weekly basis and guided the students through each case study to provide a realistic and valuable learning experience that was skilfully developed to meet the learning objectives of the unit. In addition, the implementation of the PebblePad workbook positively impacted on the number of hours previously allocated to creating paper-based resources, and on the amount of printed material provided to students, which was always perceived to be an overwhelming volume.