Wednesday 15th November 2017 AEST
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.
Thursday 26th October 2017 BST
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.
Tuesday 26th September 2017 PDT
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.
Wednesday 30th August 2017 BST
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.
Tuesday 18th July 2017 AEST
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.
Thursday 22nd June 2017 BST
Joy Robbins, Lecturer in Academic Development (PDP), Centre for Educational Development, University of Bradford
Emma Purnell, Senior Learning Technologist, Academic Support, Technology & Innovation (ASTI), Plymouth University
Emma will talk about the initial implementation of a university-wide project, the Plymouth Compass Portfolio (including reflections on HEAR extra-curricular activities), which aims to give every student the opportunity to engage in portfolio-based learning. She will present initial evidence outlining the extent to which this approach can push change in learning culture from the bottom up by encouraging the students to drive engagement.
Joy will talk about the creation and ongoing implementation of a faculty-wide policy on PebblePad use which aims to get every undergraduate programme to start or enhance their use of portfolio-based learning. She will present initial evidence on how this creates change from the top down by supporting and pushing staff to engage.
This webinar will encourage participants to broaden their focus from portfolios at a module or programme level to thinking about the larger landscape of the university, ideally incorporating a combination of these two approaches.
Tuesday 16th May 2017 ET
Presented by Robert Fleisig, Associate Profession in Engineering at McMaster University, the IMPACT (Interdisciplinary, Meaningful/Mentorship, Practice , Applied, Collaborative/Community Transformative) Project is a community-engaged interdisciplinary authentic learning experience for first-year engineering students, undergraduate biology students, and graduate-level occupational therapy students. Together, the students, staff, and faculty from these three communities work with local community members to identify a problem area, collaboratively design devices, and ultimately delivering a useable solution to one or more users. This project has been ongoing since 2012.
The IMPACT Project is built around a freshmen engineering course on engineering practice and the profession. Using a new problem each year, the approximately 1000 engineering students are tasked with designing a device for the user(s). The 200–300 biology and occupational therapy students volunteer as design reviewers. At the end of the project, a public showcase and competition results in a final best design and prototype which is handed to the user(s).
Learning in the IMPACT Project is facilitated with the use of several pieces of digital technology, including electronic learning portfolios. This webinar will describe the design of the IMPACT Project and the strategies employed to organize the disparate groups and schedules, methods used to capture students work, and how student collaboration across multiple disciplines was achieved and facilitated by digital technology.
Thursday 13th April 2017 BST
In this webinar, Patrick Viney, Senior Learning Technology Advisor, will discuss how Northumbria University has successfully implemented PebblePad to manage its dissertation process. Each year, over 800 students undertake the Newcastle Business School dissertation module supported by over 100 academic staff. Patrick will talk about how the implementation of structured Workbooks has simplified the process for students and how reporting in PebblePad's assessment space (ATLAS) has provided a management overview of progress. The presentation will also include feedback from supervisors and tutors on the added value PebblePad has provided to this important process.
Thursday 16th March 2017 GMT
In this webinar Panos Vlachopoulos (Associate Dean Quality & Standards, Faculty of Arts) and Sherrie Love, (Senior Learning Designer, Faculty of Medicine & Health Sciences) from Macquarie University, Sydney, Australia, outline the design, development and implementation process of a pedagogically sound and technologically workable and sustainable solution to programmatic assessment using an eportfolio tool across an entire Faculty.
Programmatic Assessment is often part of a continuum which begins with the development of specific capabilities for graduates, and then aligns the capabilities with learning activities and measurable assessment opportunities across a program of study. The use of an electronic portfolio (eportfolio) tool, the provision of longitudinal tutorial support and credible feedback are often the key design challenges for programmatic assessment and these form key points of discussion in this webinar.
Friday 17th February 2017 GMT
In this 50 minute webinar, PebblePad Commander in Chief, Shane Sutherland, will draw upon an international range of diverse examples to inspire, enthuse and otherwise encourage you to rethink the ways in which you use PebblePad.
The webinar will showcase examples in support of the full student life cycle – preparation; application; orientation; core curricular; work-based learning; extra-curricular; research; HEAR (Higher Education Achievement Report, UK); transition to employment; and revalidation.