Dave King of AMG and I attended the Scottish PebblePad User Group last week to swap best practice when using PebblePad e-portfolios. The next Scottish User Group will be in January 2016, contact me if you would like to attend to showcase your PebblePad practice at Abertay; just e-mail me at email@example.com If you would like to know more about PebblePad e-portfolios register on the next staff development session on the Eventbrite booking site
Debbie Holmes of PebbleLearning gave us their latest news. There is a new look website with a community section and case studies, webinar series with recordings and upcoming events. PebblePad’s Flash interface is being re-written and will be fully available in HTML5 ready for academic session 2016-17, so no changes to documentation or practice until then.
Professor Ian Pirie (Edinburgh University) demonstrated how they use an e-portfolio to support their Student led individually created courses (SLICCs) programme. Students can gain 10 points of additional credit, are expected to suggest a topic and are largely self assessed The process and reflection on process and outcomes is more important than the outcome. Edinburgh expect their students to gain graduate attributes as part of the self directed course. SLICCs aim to support a portfolio approach to learning for what is likely to be a portfolio career in a “complicated and unpredictable future”. Edinburgh also want to ensure that at least some aspect of their students’ education is online. Students write their proposal in their workbook , then negotiate to ensure it is academically achievable. They must demonstrate their understanding of their experience, create a webfolio with a timeline and write a summative report. Students get feedback and a review. The webfolio must be made available to staff at the mid point of the SLICC. There is a checklist for preparation and a resources hyperlink to open source materials.
Dr Paul McLauglin (Edinburgh University) described how he used PebblePad to create a workbook that brought together MSc Programmes. In the future he wants to create a synoptic course where students create a webfolio where they have to reflect over the 4 years they have spent at university, based on solid evidence ie “achievement recorded at the time it was experienced”
Catherine McClintick (Queen Margaret University) described her use of e-portfolios with Radiographers. In years 1 and 2 the e-portfolio is 50% of the course while in years 3 and 4 the portfolio grade is 100%. The e-portfolio allows her students to record their reflections on their experience in a scaffolded manner and allows students to look back over 4 years of work. They can also take the e-portfolio with them when they complete their programme.
Dave King (Abertay University) described how e-portfolios support the Abertay CPD scheme for staff seeking professional recognition through the Higher Education Academy (HEA) as Associate Fellow, Fellow, Senior Fellow or Principal Fellow. Staff can check their existing experience against the descriptors of the UK Professional Standards Framework for Teaching and Supporting Learning (UKPSF) in their Pebblepad workbook and record new CPD as it occurs to remain in good standing with the HEA. For further information on this scheme contact Dave King firstname.lastname@example.org