Contributor: Karin Barac

At the beginning of Trimester 1, Griffith launched PebblePad for student and staff use. Initially, the product was implemented to support our employability agenda which encourages the use of ePortfolios. However, we soon realised that PebblePad gives us so much more than just an ePortfolio tool.

So what is Pebblepad?

PebblePad is a platform to collect, curate, create, communicate and share achievements, personal capabilities and professional skills. It affords students and staff a Personal Learning Environment (PLE) supporting and inspiring people to own, transform, and communicate their life-long learning journey as developing professionals and global citizens.

Personal Learning Environments like this one differ greatly from a Learning Management System (i.e. Blackboard) as they are completely in the control of the user. As a learning and teaching tool, it will allow us to create more student-centred and collaborative learning experiences for our students. PebblePad also has an institutional space called ATLAS that gives teaching teams the ability to give feedback, do peer review activities and validate the work students are doing within PebblePad.

What is an ePortfolio?

So what can students do with it?

In this first phase of the rollout of PebblePad we are concentrating on the Collect and Reflect parts of the Portfolio process described in the above video. By encouraging the students to make use of this environment to facilitate and capture their learning – to use it as their digital repository and reflective learning space. If we instil these practices now in our students we can leverage this in our curriculum design as we move the students through the Refine and Share stages later in the program.

Figure 1. Student Tools within PebblePad

Student PebblePad.png

Some current AEL implementations of PebblePad

Your first steps with PebblePad

  • Encourage your students to put up their assignments with your feedback or other course artefacts that can be drawn on later in the course or program. Suggest appropriate tags (to the discipline or outcomes) so that they can find things again more easily.
  • If you currently have blog or digital presentation activity in any of your courses think about leveraging the features of PebblePad.
  • Think about some reflective activities that you could easily implement through the use of the existing templates within PebblePad or create your own. (Talk to your Group’s Blended Learning Advisor or Educational Designer on how you can get these out to students)

In future episodes of we will go into more detail on how teaching teams can use PebblePad to deliver more student-centred learning activities. For example how to leverage templates and workbooks to build interactive study guides or utilise ATLAS to conduct peer assessment.



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