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    PebblePad Webinars

    Watch PebblePad in action from virtually anywhere (popcorn entirely optional).


Facilitating the growth of use of PebblePad in Science programs

Thursday 7th June 2018, 13:00 AEST

Thursday 7th June 2018Thursday 7th June 2018


Christopher Allan and David Green, Griffith University

About the webinar

Griffith Sciences has a major objective to innovate and build better practice in blended learning by putting learning first. In 2017, Griffith Sciences instituted a blended learning fund to support innovative initiatives utilising technology. To get the most out of this initiative a comprehensive training and support process was developed including the development of learning designs for each project and a community of usable scholarly practice was formulated to discuss ideas and strategies.

This webinar provides a brief description of the Griffith Sciences Blended Learning Model and how it is being used to implement and document blended learning principles and designs in STEM education.

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Using the ePortfolio space for creative arts learning in a secondary school

Tuesday 15th May 2018, 13:00 AEST

Tuesday 15th May 2018Tuesday 15th May 2018

This webinar will provide an overview of a unique pilot project exploring the value of adding a webpage/eportfolio to an Aboriginal Art Class process in a Junior Secondary College in Victoria.

Discovering self-identity through storying in online portfolios, in tandem with artistic and creative classes (e.g. art, music, dance, drama, writing and media), aims to promote engagement for students by reconnecting them to cultural heritage and society; and as a beginning to imaging their future self and repatriation of identity.

The pilot project results are very encouraging, and the researchers are working towards a full implementation of the learning model, Aboriginal art-making + ePortfolio, in a new project, this time focussing on music as the art-form. As well as outlining the pilot project outcomes they will show some student examples, talk about the technology hitches that led to using PebblePad as the ePortfolio format, and discuss plans for future directions.

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The role of the Learning Technologist in large-scale portfolio adoption: Tips & Tricks

Thursday 26th April 2018, 14:00 BST

Thursday 26th April 2018Thursday 26th April 2018


Alex Spiers, University of Liverpool.
Nicola Sparkes, University of Derby.

About the webinar

A cross-institutional webinar on the role of the Learning Technologist in implementing technologies at scale. The webinar's panel of experts will discuss ideas and approaches for overcoming common institutional challenges.

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A showcase of new approaches to assessment using PebblePad

Wednesday 14th March 2018, 13:00 AEST

Wednesday 14th March 2018Wednesday 14th March 2018

Marlene Daicopoulos, ePortfolio Learning Support Officer, School of Health Professions, Murdoch University
Imalda Devaparanam, Assistant Clinical Lecturer, School of Biomedical Sciences, Monash University
Belinda Flanagan, Lecturer, School of Nursing, Midwifery and Paramedicine, University of the Sunshine Coast

About the webinar
Assessment can involve additional challenges when learners are off site, being assessed by external assessors or needing immediate feedback following direct observation. This webinar will look at three approaches to clinical assessment using PebblePad:

Custom templates in PebblePocket
To complement the student clinical portfolio in PebblePad, Nursing at Murdoch University has created templates, including daily time sheets, that can be completed and signed offline while the student is on site, using PebblePocket on smart devices.

Student selected assessors
While on clinical placement, Radiation Therapy students from Monash University select their own clinical assessors to share assessment items with. In addition to other benefits, this has enabled streamlining of the clinical assessment process as well as the efficient monitoring of student clinical progress.

Assessor initiated assessment
In Paramedicine at the University of the Sunshine Coast, practical assessment is conducted via Objective Structured Clinical Examinations (OSCEs). Assessors use iPads during OSCE assessment to complete a PebblePad Feedback template. Learners receive their feedback on the spot, both orally and via the feedback template which appears in their PebblePad asset store.

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Frontiers of Learning

Wednesday 14th February 2018, 12:00 GMT

Wednesday 14th February 2018Wednesday 14th February 2018


Geoff Rebbeck, Canterbury Christchurch University
Shane Sutherland, Chief Mischief Maker, PebblePad

About the webinar:

In this webinar, Geoff Rebbeck will return to the 6 Frontiers of Learning which were referenced by Sarah Tutton in the August 2017 webinar on ‘Using technology to support reflection on individual learning journeys.’ Geoff will explore the frontiers in more detail, discussing along the way their relationship to eportfolios.

The frontiers being explored are:

  1. Using technology to support and manage unique learning journeys
  2. Course design that works around Reflective learning
  3. Showing Digital literacy-in-action, leading to positive online reputations
  4. Teaching the employability mindset, including self-employment
  5. Focussing all learning, and publishing its accomplishments in personal learning spaces
  6. Using technology to capture and present soft skills - the rounded person.

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Vital signs: How PebblePad is being used in two health disciplines - Oral Health and Pharmacy.

Wednesday 15th November 2017, 13:00 AEST

Wednesday 15th November 2017Wednesday 15th November 2017


Ron Knevel, La Trobe University
Natalie Medlicott, Jennifer Bruce, & Megan Anakin, University of Otago

About the webinar:

Supporting 360-degree feedback with oral health science and dentistry students La Trobe University

Ron's presentation focuses on a new way to support oral health science and dentistry students to develop ongoing reflective practice to maintain professional competence and support certification of competence.  A clinical logbook, used with feedback templates, and a number of workbooks that stimulate goal setting for improvement of clinical and critical thinking skills will be presented. A key feature of this teaching program is the provision of useful feedback for students and teaching staff. This entails developing a 360-degree feedback framework, which includes peer review, student feedback, clinical educator feedback, placement agency feedback and patient feedback.

Providing opportunities for reflection with pharmacy students at the University of Otago

Heeding the global signals for change, the pharmacy profession in New Zealand is preparing for a shift in types of services provided by pharmacists. To better prepare our students for this future, changes have been made to the curriculum at the University of Otago School of Pharmacy. These changes have prompted staff to consider how they can best assess and give students feedback on their developing professional knowledge and skills. This presentation focuses on how the University of Otago has used PebblePad to provide opportunities for reflection with our pharmacy students. We will discuss the challenges we have encountered and the features of our practice portfolio.

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Student-Led, Individually-Created Courses (SLICCs): Enabling students to take ownership of their learning and assessment

Thursday 26th October 2017, 16:00 BST

Thursday 26th October 2017Thursday 26th October 2017


Simon Riley, Edinburgh Medical School, University of Edinburgh
Gavin McCabe, Employability Consultancy, University of Edinburgh

About the webinar

Simon and Gavin will share their experience of running a university-wide initiative – Student-Led, Individually-Created Courses (SLICCs). The initiative provides a flexible, reflective-learning framework for experiential learning, where the SLICCs enable students to be co-creators, working across disciplinary boundaries, and defining their own learning outcomes.  Able to capitalise on their own interests, passions and co- and extra-curricular activities, students identify an academic theme in their learning experience, reflecting on that experience by curating an eportfolio evidencing their learning.  

The webinar will outline how this approach has been piloted successfully in a centrally-managed version for student activities in the summer and is now expanding into discipline-managed versions within degree programmes.

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Hashtags, tweets, and status updates: Social media as a precursor to folio thinking

Tuesday 26th September 2017, 11:00 PDT

Tuesday 26th September 2017Tuesday 26th September 2017


Melissa Shaquid Pirie Cross, Implementation Specialist, PebblePad.
Sonja Taylor, Faculty Coordinator of the Senior Inquiry Program, University Studies, PSU. 
Candyce Reynolds, Professor and Chair, Educational Leadership and Policy, PSU

About the webinar

Students today are often deeply engaged in various forms of online communities through social media such as Facebook, Twitter, and Snapchat. While educators often see this as a distraction, social media can be a space where students can cultivate and refine their critical thinking, and can also become a site for civic engagement. Recognizing this space and extending it can be seen as the development of folio thinking, a reflective practice necessary for the creation of effective eportfolios. The presenters will talk about how students are already engaged in the process of critical thinking and integration using social media, and the webinar will share practices that have been effective in supporting students to make the connection between their personal and academic digital spaces.

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Using technology to support reflection on individual learning journeys

Wednesday 30th August 2017, 16:00 BST

Wednesday 30th August 2017Wednesday 30th August 2017


Sarah Tutton, PGCE and QTS, Canterbury Christ Church University, lead student presenter
Geoff Rebbeck, Professional Studies Tutor, PGCE, Canterbury Christ Church University

About the webinar

During their PGCE year, Sarah and her class have considered what education looks like in today’s digital society and identified areas in which technology has changed the world and how we need to prepare students for this new era. Rather than refer to the developments as challenges, they have described them as frontiers, on the grounds that we are all crossing these frontiers whether we want to or not, and we can only improve how prepared we are to meet them when they come. It allows us to think about the evolution of technology as beyond our control, but not beyond our ability to respond, adapt and manipulate it in support of great modern learning. 

In the webinar, Sarah, supported by Geoff and her student colleagues, will showcase a particular assignment, in which students used workbooks and assets to improve their own educational experience and prepare for each of these frontiers.  They will highlight that it is not the technology that is important, but how we can use this technology to improve pedagogy and teaching practice. Sarah has just won the CCCU PGCE prize for creativity on the PGCE.  This is the top student prize and is given to the student who has shown and demonstrated by publication the greatest creativity in their teaching practice and we are delighted to have Sarah presenting her work.

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Embedding employability into the curriculum - a university wide approach to eportfolios

Tuesday 18th July 2017, 13:00 AEST

Tuesday 18th July 2017Tuesday 18th July 2017


Heather Pate, Senior Learning Designer, Edith Cowan University
Dr Katrina Strampel, Manager, Teaching Support & Senior Lecturer in CLT

ECU defines employability as having the skills, knowledge personal attributes, and self-awareness that make securing, and being successful in fulfilling, employment more likely.  Through an integrated learning experience, the JIGSAW approach aims to improve employability outcomes by enhancing students’ ability to understand, demonstrate, take responsibility for, and articulate their learning, thus improving their written applications for employment, their verbal interviews, and their continuing professional development.
In this presentation, Heather will outline how this approach is being implemented with seven pilot courses across the university. Using PebblePad workbooks, courses provide students with 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 to create portfolios, documenting their learning journey and preparing them for employment.

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