pebble pad: from pilot, to implementation, to evaluation and beyond

PebblePad: from pilot, to implementation, to evaluation

and beyond …

Megan Lawton University of Wolverhampton,

UKM.J.Lawton@wlv.ac.uk

Hello from the UK

Thank you for giving me the opportunity to share our experiences with you.

My presentation will start by setting the UK context for the development of PebblePad and then will address the implementation of the software in the University of Wolverhampton.

I will then explore some of the institutional issues that we have identified through an evaluation of pedagogic practices

Finally addressing present and future use within a strategic framework of blended learning and graduate attributes.

Who is the University of Wolverhampton?

The University of Wolverhampton is:

• multi-campus based in three towns, Wolverhampton, Walsall and Telford in the middle of the UK to the west of Birmingham

• approximately 22,000 students • known for its successful widening participation• also know for its use of Blended Learning and ePortfolio based

learning• 8 academic schools and a number of central departments that

includes the Institute for Learning Enhancement (ILE)

Where do I work? ww.wlv.ac.uk/ile

UK context

• 2000 Quality Assurance Agency with others issue a policy statement on a progress file for HE,

coming out of a recommendation in the Dearing report 1997

• 2001 Guidelines for Progress files in HE• 2005/06 perceived implementation date• 2009 Personal development planning: guidance for

institutional policy and practice in HE

www.qaa.ac.uk

PDP is a structured and supported process undertaken by a learner to reflect upon their own learning, performance and/or achievement and to plan for their personal, educational and career development. It is an inclusive process, open to all learners, in all HE provision settings, and at all levels.

QAA et al 2001 and 2009

What is personal development planning (PDP)?

PDP framework - PACE

2004/05Pebble Pad pilot project: 4 academic schools, 200 students

2005/06Pebble Pad live to all staff and students

2009An evaluation of the impact of pedagogic processes for personal development planning (PDP) and e-portfolio development at the University of Wolverhampton.

2008/11The Blended Learning Strategy – all student to have opportunities for ePDP

Deepwell, F (2002)

• Both multi-disciplinary and multi-method

• Like Anderson et al (2000) "eclectic approach to the selection and combination of research methods".

• Three distinct layers each with a discrete audience: 1st the evaluation to guide the further development 2nd informing decision-making around policy and practice 3rd a vehicle to disseminate experiences to a wider

academic community

• Intended and observed outcomes based on Stake, R (1967) countenance model

Scaffolded templates - tutor

Student example

IMS Global Impact Awards 2010The Learning Impact Awards are designed to recognize the most impactful use of technology worldwide in support of learning.

Platinum Award (established initiatives):

PebblePad: from project, to pilot, to personalised learning for all - PebblePad and University of Wolverhampton - UK

http://www.pebblepad.co.uk/cs_download/presentation/impact/index.html

Current projects - ePPSMEwww.wlv.ac.uk/eppsme

Current projects -DePTAwww.jisc.ac.uk

We aim to produce Wolverhampton Graduates who

are knowledgeable and enterprising, digitally literate and

are global citizens.

Learning Works 2009 -

“What is important, however, is that a patchwork is not just a ‘collection’ but a ‘pattern’: in the end it does have a unity, albeit made up of separate components. To begin with it is defined by academic staff, as they carefully derive a sequence of tasks from the course material. And finally it is, … re-defined by individual students, … to write their final section as an interpretation of what this course material ‘means’, to them”,

Winter (2003: 119)on Patchwork text …

A resonance with Graduate Attributes?

knowledge exchanger and producer,

interpersonal and communication skills,

ethical and professional approach,

community player,

critical thinking,

cultural fluidity, 

innovation, 

creativity,

reflexivity

Characteristics?

Contextualised by subject/course

Stitched together by students

Students who are graduating need to:• Reflect on

• Articulate

• Evidence

• Apply …

what they have learnt while studying in HE

The Blended Learning Strategy (2008-11)

ePortfolio based learning

PebblePad since 2005/06Active users in 30 days = 18140

From 8 x 15

to 6 x 20

Long thin modules

Graduate attributes

BLUnit

… knowledgeable and enterprising, digitally literate global citizens

6‘Blends’

LearningWorks

ePDP evaluation 2009

Learnerspaces

Citations• ‘Cushions’ with the kind permission of

http://fabricadabra.files.wordpress.com/2009/03/squint-patchwork-1cushions1.jpg 

• Deepwell, F (2002) Towards Capturing Complexity: an interactive framework for institutional evaluation Educational Technology & Society 5(3) 83-90

• Winter R. (2003) Contextualizing the Patchwork Text: addressing problems of coursework assessment in higher education. The Patchwork Text: A Radical Reassessment of coursework Assignments. A Special Issue of Innovations in Education and Teaching International 40, 112–122.