Professional Development

“It is hoped that through further immersion in PebblePad for professional development, the platform will be further embedded into the daily habits of academics and support staff. A potential possible flow-on effect of this is that the use of PebblePad is normalised for academics, meaning any barriers to using with students are diminished or removed. “

Priscilla Trahar, Centre for Support and Advancement of Learning and Teaching (C~SALT), University of the Sunshine Coast, AU (2016)

Themes: Professional Development

PebblePad features: Workbooks, Portfolios

From training to learning: Using PebblePad to enhance professional development

“This has been a great way to encourage our staff to focus on their career development. PebblePad is available to all staff within the University; however most people are unaware of what it is. By promoting the use of PebblePad within the Supervisor Program, staff have had the opportunity to become familiar with it and can now see the value not only from developing a learning portfolio, but also as a way to collect all career related information in one place.”

Pamela Basden, Centre for Learning and Development, Edith Cowan University, AU (2014)

Themes: Professional Development, Reflection, Work Integrated Learning

PebblePad features: Workbooks, Conversations

"Using PebblePad to connect strategic performance management and professional development in an ongoing cycle of planning, reviewing and rethinking, offers flexible and agile support for enhancing lifelong learning and employability, and institutional strategic organizational development."

Jeremy Benson, Alice Helm-Alabaster, and Sarah Ruston, Centre for the Development and Enhancement of Professional Practice, University of Cumbria, UK, (2012)

Themes: Employability, Professional Development

PebblePad feature: Templates


“The purpose of use …should be revisited throughout the curriculum to encourage students to draw connections between their current PebblePad use and future use in employment.”

Joy Robbins, Centre for Educational Development, University of Bradford, UK (2016)

Theme: Implementation

Swansea Employability Award

“Employability is a ‘learning orientation’ – a student cannot simply pass an exam and say they are now employable. ... Learning orientation is about continuous and deep learning, and reflecting on learning underpins this. PebblePad tools support this learning in a unique and effective way.”

Chris Cardew, Careers and Employability, Swansea University, UK (2012)

Themes: Employability, Student Engagement, Reflection

PebblePad features: Templates

Encouraging student careers reflection, planning and engagement through online portfolio (webfolio) building

"Possibly the greatest impact the initiative has had is in providing a focus point, methodology and language for the Careers and Employability Centre and the university more generally to promote and talk about the need for students to construct broad portfolios of evidence as part of their time at university and for their transition to next steps."

Andy Howard, Careers and Employability Centre, University of Sussex, UK (2012)

Themes: Reflection, Graduate Attributes, Employability, Implementation

PebblePad features: Portfolios

Generating individual learner profiles for work-based learners

"At the core of this project is the desire to encourage innovative curriculum development and delivery within the recognised quality assurance frameworks  demanded  by  higher  education.  ePortfolios are central to the delivery mechanisms envisaged for this project, providing the means to present the student with their individual requirements and the forum for presentation of evidence."

Martin Jenkins and Phil Gravestock, Co-generative Toolkit, University of Gloucestershire, UK (2010)

Themes: Implementation, Work Integrated Learning


The 'Unfold' project – enhancing the Personal Tutor System with the use of reflective templates

"Since its introduction, the ‘Unfold’ workbooks have proved to be very flexible template containers. Students found them easy to access …. One of the essential features was the ability to expand workbooks continually - new sections could be added to templates whilst students were using their copies of the workbook."

Robert Chmielewski (1) & Prof. Ian Pirie (2),  1) Information Services and Institute for Academic Development, and 2) Assistant Principal Learning and Development, University of Edinburgh, UK (2014)

Themes: Reflection, Student Engagement

PebblePad features: Templates, Workbooks

Keeping track of research students - and supervisors!

“We needed to effectively capture and record engagement of research students and supervisors with the research process and ensure that this was happening on a regular basis, both for the purposes of ensuring that students receive good, regular supervision, and for the purposes of reporting to the Border Agency to ensure that we could prove overseas research students were actively engaged with their commitment to UK study.”

Mark Gamble, Centre for Learning Excellence, University of Bedfordshire, UK (2012)

Themes: Research Supervision, Streamlining processes,

PebblePad features: Templates, Action Plans

Supporting recording and archiving of research student supervisory meetings with PebblePad

“The training is not just “click here” to execute completion of the form, but includes holistic training on action planning, PDP, eportfolios and PebblePad, as without these, the form will be seen in isolation, and render the experience fragmented and unsatisfactory.”

Peter Norrington, Research Graduate School, University of Bedfordshire (UK) 2010

Themes: Research Supervision, Streamlining processes, 


Implementation & Engagement

“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 (2016)

Theme: Implementation

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 (2016)

Theme: Implementation

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 (2016)

Theme: Implementation

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, AU (2014)

Themes:  Implementation, Student Engagement

Eportfolio competitions: Everyone's a winner

"Surprisingly the entries were diverse and not always from the students who had scored the highest in their PebblePad assessments but from those who valued the personal growth it allowed them."

Jacqueline Patten, Centre for Learning and Development, Edith Cowan University, AU (2014)

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, AU (2014)

Theme: Implementation

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, AU (2014)

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

PebblePad features: Workbooks

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 (2012)

Themes: eAssessment, Placement, Graduate Attributes

PebblePad features: Portfolios, Activity Logs

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, AU (2012)

Themes: Implementation, Student Engagement 

Let every flower bloom – an organic approach to introducing PebblePad

Alan White,  Northumbria University, UK (2010)

"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

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 (2010)

Themes: Implementation, Work Integrated Learning

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, AU (2010)

Themes: Implementation, Graduate Attributes

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 (2010)

Theme: Implementation