PebbleBash 2012: Making the Case

Meet the Keynote Speakers

Professor Mark Stiles
Overview

Professor Mark Stiles, Head of Learning Development & Innovation

Mark Stiles is Professor of Technology Supported Learning at Staffordshire University where he is Head of Learning Development and Innovation.

Mark leads a team which has corporate responsibility for Technology Supported Learning and carries out research and development work in its strategic, policy, pedagogic and technical aspects. Mark has been working in these areas for many years, and has led numerous JISC and other projects. The current main focuses of Mark’s own work are on strategy, policy, and organizational change issues associated with TSL and the use of technology to innovate curriculum design and development. Mark is Chair of the JISC-CETIS Board, and represents the JISC and UK HE as a member of the Board of Directors of the IMS Global Learning Consortium.

Until recent changes at JISC he was Deputy Chair of JISC’s Learning and Teaching Committee. He is a regular speaker and has published widely in the "eLearning" field.

Lisa Gray

Lisa Gray, JISC ePortfolio Manager

Lisa Gray is a ePortfolio Manager within the e-Learning team at JISC. She has recently completed a programme of work around the HE in FE context, and is now managing projects looking at how technology can transform curriculum delivery. She is responsible for leading the teams e-portfolio activities, which recently culminated in the production of the ‘Effective Practice with e-Portfolios’ publication, accompanying online resource (infoKit), and a series of workshops.

Previous to joining JISC Lisa has worked at the University of Bath researching the use of e-learning by mental health practitioners in the region, and previous to that the University of Nottingham working for a JISC-funded service providing access to high quality Internet resources in the health and life sciences.

Lilian Austin
Overview

Lilian Austin, Educational Designer, La Trobe University

Lilian Austin has worked for the past 12 years in blended learning design in the Australian higher education and vocational education sectors. Currently she is an educational designer in the Faculty of Education at Latrobe University in Victoria, Australia. In the past few years her focus has been on implementing the adoption of PebblePad throughout the faculty on 5 campuses. This has involved significant curriculum design focus as well as development of an extensive range of learning activities and assessments using PebblePad. She has supported upwards of 50 staff to re-design their subjects and courses to include the concept of a personal learning space.

Lilian also has extensive experience in the effective use of ICTs in teaching and learning and has been involved in developing the teaching skills and knowledge base of academic teaching staff and has initiated a range of professional development, online and instructional design initiatives. She has also been an instructional designer on large scale e-learning resource development projects for the Australian education sector. Lilian has a background in teaching, in both English as a Second Language, and workplace learning.

Lyn Doolan
Overview

Lyn Doolan, Educational Designer, La Trobe University

Lyn Doolan has worked as an ESL teacher and resource developer in the adult and young adult education sector for the past 15 years before moving into an educational designer role at the Faculty of Education at La Trobe University in Victoria, Australia.

The past two years has seen a strong growth in the uptake of the Personal Learning Space PebblePad across the Faculty. Lyn has had a lead role in supporting the Faculty’s large regional campus in Bendigo including the School of Education and Centre for Outdoor and Environmental Education.

Lyn has worked closely with academic staff to re-design a range of authentic learning activities across multiple discipline areas. For example PebblePad has been used to introduce and support pre-service teachers engaging with Indigenous Education issues to outdoor and environmental education students documenting and reflecting on an 18 day wilderness walk.

In addition to implementing PebblePad, Lyn is skilled at creating innovative educational resources for higher education degree subjects.

"I can make the case, but who decides and what will persuade them?"

By Professor Mark Stiles

Those wishing to innovate and transform learning, teaching and assessment have probably never had such a rich set of technology to work with before. Systems such as PebblePad (and even the more “traditional” learning management systems, such as Moodle and Blackboard) can be used in an ever-widening range of ways and be linked to and used with an increasing number of other “corporate” processes and systems. However the relationship between innovation and the “institution” is probably more difficult than previously, given the financial strictures institutions face, and the desire of senior management to take “whole organisation” approaches in the face of a “scary new world”.

Mark will examine the organisational challenges facing those who want to change and improve professional practice and the learning experience, by considering the relationship between innovation and strategic change and the vital role that decision-making and, more formally, governance play in ensuring that innovation both happens and is sustained.

The Lion, the Witch and the Empty wardrobe: Creative adventures in PebbleLand.

By Lilian Austin and Lyn Doolan

Pre service education students are in the process of developing their identity as an emerging teacher. This includes embracing an educational philosophy which underpins and informs lesson planning, teaching practice, classroom management and assessment approaches. Central to this emerging understanding is the growth of strong reflective practices to continuously refine their professional practice and the concept of their professional role.

This presentation outlines how active learning design led by Faculty Educational Designers, has facilitated a course wide approach, providing continuity for students both horizontally and vertically across their degree. Previously, early adopters (our lions) had struggled against lack of organisational support and the naysayers (the witches). This resulted in most students not developing a rich and compelling asset collection to evidence their growth (the empty wardrobe).

This cohesive course wide design using the Personal Learning Space, PebblePad, has allowed students to develop a narrative of their emerging teaching persona. The innovative and creative results have surprised both lecturers and students.

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