This session will provide a brief overview of PebblePad, our centrally-supported, institutional ePortfolio and Personal Learning Journey Platform, to help you determine how PebblePad might help you support learning outcomes you've set for your courses or programs.
Audience: Course Instructors
Interested in learning more about PebblePad, and how it can facilitate learning activities focused on engagement, reflection and integrative learning? Please join us at this session.
This session will provide a brief overview of PebblePad, our centrally-supported, institutional ePortfolio and Personal Learning Journey Platform, to help you determine how PebblePad might help you support learning outcomes you've set for your courses or programs. We will review some of the features inherent in the platform including PebblePad templates, workbooks, and portfolios, and discuss how these features can support learning
By the end of this session, participants should be able to
- Provide examples illustrating how PebblePad can be used to support student learning in courses, programs, curricular, extra and co-curricular learning environments.
- Identify next-steps for exploring how PebblePad might facilitate inquiry, reflection and intentional integrative learning in your program or course.
Why would I use it?
PebblePad facilitates activities designed to help students
- connect classroom learning to other experiences, extra-curricular activities, or work;
- plan and prepare for learning;
- record and reflect on curricular and co-curricular learning experiences; and
- curate and showcase evidence of this learning for different audiences including instructors, peers, external assessors, and prospective employers.
Instructors can use PebblePad to create and share a one-page template or multi-page workbook with embedded content (including multimedia), prompts, and questions to scaffold student learning. Students review the content and respond to the prompts and questions in the spaces provided. Students can use PebblePad to create eportfolios, blogs, collections of their work, and more. Responses and work can be submitted for feedback and/or grades and assessed through the assessment space in PebblePad.
Schneider, C.G. (2018) Foreward: How ePortfolios are changing the meanings of student success. In B. Eynon & L. Gambino (Eds.), Catalyst in Action: case studies of high impact ePortfolio practice. Sterling, VA: Stylus Publishing, LLC.
Registration required (if this is your first time using GoSignMeUp, you will need to set up your account first). If you have changed roles at the University (e.g., graduate student to faculty) please update your "Participant Profile" in your GoSignMeUp account.
Many of our workshops have waiting lists, so if you've registered but can't attend, please cancel your registration well in advance through the registration system, so that someone else can fill your spot.
The University of Waterloo is committed to achieving barrier-free accessibility for persons with disabilities who are visiting, studying, or working at Waterloo. CTE’s online workshops are delivered through either WebEx, Microsoft Teams, or Bongo with the audio component available either as captioning or a transcript. CTE’s face-to-face workshops typically involve a mix of presentation and discussion-based activities, and we encourage a scent-free environment. We welcome accompanying assistants, interpreters, and note-takers. If you have questions concerning access, such as parking, building layouts, or obtaining workshop content in alternative formats, or wish to request accommodations for our programming, please let us know by emailing firstname.lastname@example.org. Please note that some accommodations may require time to arrange.