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





How might PebblePad be used to encourage affective reflective practice?

Tim Hinchcliffe (2015),  Keele University


Take away questions:

Should the eportfolio be driven by a sector agenda to support ‘skill acquisition’ built around graduate attributes (cognitive), or should the development of an eportfolio be more about social identify (affectiveness)?  Or can an eportfolio be both?

 

In achieving the latter, how do we help users create user-generated spaces?



Tim Hinchcliffe, Head of Curriculum Support and Development, Keele University






PebblePad: The story so far at University of the West of England

Russell Brookes (2015), University of the West of England


Take-away messages:

-  Important to have training sessions in PebblePad in the Induction week, this will introduce students to the system and get them thinking about ways they can use.

- Students receive a short refresher lesson shortly before assessment week.

-Ongoing challenge for medical students and NHS mentors to access PebblePad while on site, hoping the new PebblePocket app will help with this.


Russell Brookes, Learning Technologies, University of the West of England