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Pebblepad: an introduction

Pebblepad: an introduction. Dr Andrew Turner Centre for Higher Education Development Coventry University (a.p.turner@coventry.ac.uk). Why pebblePAD?. Paper based systems generally not popular and do not accommodate the increasing range of assessments.

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Pebblepad: an introduction

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  1. Pebblepad: an introduction Dr Andrew Turner Centre for Higher Education Development Coventry University (a.p.turner@coventry.ac.uk)

  2. Why pebblePAD? • Paper based systems generally not popular and do not accommodate the increasing range of assessments. • Student assessments increasingly are produced electronically • e-learning now extensively used. • Allows web publishing • Look and feel. • Applicable across an institution – not discipline specific. • Supports the PDP process – promotes reflection • User centred – learner has ownership. • Accommodates all file types • Allows sharing through a number of interfaces. • Compliant with latest interoperability standards.

  3. PebblePAD start page

  4. Understanding PebblePad…

  5. Ability View Achievement Comment Create Shared Action Plan Copy to a Gateway Collaborate Published Experience Edit Asset Printed Meeting Review Thought WebLog Scans WebFolio Pictures Files Movies Sounds ePortfolio Asset Store Transcript

  6. Placement Action Plan Placement Experience Reflections Module 1 Placement Report Abilities Audit Module 1 Feedback Module 1 Officer SU Placement Reflections Placement CV Initial Diagnostic Assessment Presentation Module 4 My Thoughts Work Experience Transferred From College My Thoughts Personal Tutor Meeting Careers Action Plan Feedback Module 5 Personal Stuff Careers Meeting Growing Asset Store

  7. An example of a weblog

  8. A sample Webfolio

  9. Coventry Institutional PDP implementation principles • Personal development planning should be a formative, student-centred process. • The process should be integrated into the whole of the student experience at Coventry University and include academic, personal, career and professional skills inputs. • The implementation should take into account, build upon and be complementary to existing expertise and practices. • The introduction of PDP should not place unnecessarily increased burdens of administration and bureaucracy on staff and students.

  10. Implementation model • Core element of PDP delivered through employability modules • Ownership at Faculty level to develop subject specific and professional requirements – Faculties to decide how they well develop PDP in programmes

  11. For further information: Andrew Turner (a.p.turner@coventry.ac.uk)

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