PebbleBash 2014

Pre-conference workshops - Monday 14 April

12.00 Lunch The Carriage House Restaurant
13.00 Blythewood Workshop A
Understanding Assessment in ATLAS
Colin Dalziel (Operations Director)
Lakeview Workshop B
PebblePad in Healthcare
Deborah Holmes (UK PebblePad Consultant for Healthcare)
Harvest Workshop C
PebblePad in Education
Jennifer Masters (Lecturer in Education, La Trobe University) & Kath Fisher (Lecturer in Education, Southern Cross University)
Cypress Workshop D
Senior Stakeholder Forum
Shane Sutherland (Development Director) & Toni Lavender (Chief Development Officer)
17.00 Workshops finish
18.00 Vigneron Lounge In the bar
19.00 The Carriage House Restaurant Evening meal

Conference Day One - Tuesday 15 April

7.30 - 8.30 Breakfast The Carriage House Restaurant
9.00 Opening Address Harvest
9.45 Harvest Crowd sourcing activity
Professor David Boud
"Feedback: is there more to it than we think? "

Student criticisms of feedback are not diminishing despite institutions putting increasing effort into assessment practices. Does this mean we that we take what we commonly know as feedback and try to make it better, or do we seek to rethink the idea? The lack of availability of teachers to provide as many comments on their work as students wish means that we can't continue with traditional conceptions of feedback even if we thought that desirable. Neither is the solution to simply utilise the opportunities of digital technology in our existing model of feedback. What is needed is a rethinking what we mean by feedback and how we influence learning. The session will focus on models of feedback that capture old and new ways of conceptualising the contribution of feedback to learning and explore simple digital examples of some of the processes needed to make them work.
11.00 Connoisseur Lounge Morning Tea
11.30 Blythewood Parallel Session 1A
3 case studies - 20 min presentation + 5 min Q&A per case study 15mins concluding discussion
Lakeview Parallel Session 1B
3 case studies - 20 min presentation + 5 min Q&A per case study 15mins concluding discussion
Christine Slade, Keith Murfin, Michelle Gray, & Kendall George - USC
Master of Midwifery: A postgraduate program's first use of eportfolios
Lillian Austin - La Trobe
Practicums, philosophies and learning design

Astrid Davine - UWA
Using PebblePad in Health Sciences units: A comparison of design and support approaches during a pilot phase.
Kymberley Barbary - La Trobe
Moving paper based reflective practice to a sustainable future

Helen Godwin & Jacqui Patten - ECU
Midwifery students' experiences: Real time, real benefit, real deal

Pamela Basden - ECU
From training to learning: Using PebblePad to enhance professional development
13.00 Lunch The Carriage House Restaurant
14.00 Blythewood Extended Parallel A
1 research paper, 30 min presentation + 10 min Q&A and discussion
Lakeview Extended Parallel B
1 research paper, 30 min presentation + 10 min Q&A and discussion
Harvest Extended Parallel C
1 research paper, 30 min presentation + 10 min Q&A and discussion
Heather Pate - ECU
Talk the talk: Finding the language of the eportfolio

Jennifer Munday - CSU
Taking their skills with them: Seeking to find out whether eportfolio skills transfer from degree programs to the classroom
Pauline Roberts - Murdoch
An eporfolio environment to enhance reflection in pre-service teachers: What worked; what didn't and why?

Professor Ian Pirie
"'Partnership in Assessment and Feedback' and the role of online systems"

During the past decade and more, universities around the world have spent considerable effort trying to address the perennial issue of student dissatisfaction with 'assessment and feedback'. Much of the focus of this attention has been on what staff should be doing to improve the speed, frequency and effectiveness of feedback and in the design of assessment tasks to help students learn more effectively. Frequently the student is the passive recipient of the outputs of this activity and when students adopt the slightly disengaged persona of a 'consumer' of education they are free to insist on faster, more and better without recourse to the expectation of their active engagement and personal responsibility for their own learning. Working with a number of collaborating universities, Edinburgh has been exploring this issue in some depth through a range of research projects to gain a greater understanding of the underlying causes of this dissatisfaction. This presentation will share the findings to-date and a model of assessment and feedback practice where students have no option but to be actively engaged and responsible for the quality of feedback they generate and receive. This latter model has several years of data evidencing 'year-on-year' increases in student satisfaction, is highly dependent upon the active participation of both tutor and tutee, and the effective use of an online learning management environment.
Connoisseur Lounge
Afternoon Tea
Co-designing the future: a conversation about the evolving shape of PebblePad
Shane Sutherland, Development Director, Pebble Learning
Reflecting on our first day
17.30 Close day 1
The Great Room
In the bar
The Great Room
Conference Dinner - Entertainment by BecJM Jazz Band

Conference Day Two - Wednesday 16 April

7.00 - 8.00
The Carriage House Restaurant
8.00 Check-out
Parallel Session 2A
3 case studies - 20 min presentation + 5 min Q&A per case study 15mins concluding discussion
Parallel Session 2B
3 case studies - 20 min presentation + 5 min Q&A per case study 15mins concluding discussion
Christine Slade, Keith Murfin, & Anita Hamilton - USC
Introducing eportfolios into the Bachelor of Occupational Therapy (OT) program

Robert Chmielewski & Ian Pirie - Edinburgh
The 'Unfold' project - enhancing the personal tutor system with the use of reflective templates

Stiofan MacSuibhne - OCNZ
The use of e-Portfolio in Pre-registration Clinical Practicum, Professional Development and Recertification Processes in the New Zealand Osteopathic Profession - beyond curriculum to capability
Lillian Austin & Terry Young – La Trobe
It's easy to be wise in hindsight - planning to overcome obstacles

Problem Solving Activity - 'Troubleshooting in ATLAS'

Susan Atkinson, Mark Henderson, Jo Lockwood, & Ruth Weeks - Sydney
The short and the long of it: Sustaining workbooks from three weeks to three years
Jacqui Patten - ECU
Eportfolio competitions: Everyone's a winner

Connoisseur Lounge
Morning Tea
Professor Geoffrey Crisp
"The best laid schemes o' mice an' men, Gang aft agley when applied to online assessment"

Of course the title should have been "..o' mice an' people" but I wanted to be true to the original by Robert Burns! Sometimes it feels like we (academics) make grand plans to use technology to enhance our assessments and yet the reality for students can be quite different from what we intended. This session will explore the 21st century skills and capabilities that our students will need as they live and work in a world dominated by ubiquitous technology, uncertainty and increasing complexity.
Our assessments will need to change; we cannot continue to give students static content-based learning activities and assessment tasks that ignore the contextual consequences of working in a complex environment with many stakeholders. Our assessments need to focus attention on the development of 21st century capabilities. Technology can assist with this aim, but the technology itself is not the solution or even the guarantee of success. Appropriate curriculum design with attention to the choice of assessment task type and format will enable us to offer a more meaningful assessment experience for our students.
Parallel Session 3A
3 case studies - 20 min presentation + 5 min Q&A per case study 15mins concluding discussion
Parallel Session 3B
3 case studies - 20 min presentation + 5 min Q&A per case study 15mins concluding discussion
Bec Watt - RDNS
Utilising the workbook to scaffold reflective practice skills and add professional meaning for Diploma of Nursing students

Christine Slade & Keith Murfin - USC
Implementation of an ePortfolio Early Adopter Phase: Processes and Outcomes

Yusuke Ishimura - ECU
Moving from paper to PebblePad: Connecting students, practicum supervisors, and instructors.

Information Science
Ross Yates - ECU
PebblePad: Enhancing learning delivery by extending the capability of existing educational technologies.

Terry Young, Michelle Newton, & Sarah Hay - La Trobe
Moving midwifery placements online
Lucy Stone & Toni Lavender (presenter) - British Swimming
Educators at the core of lifelong learning
British Swimming
The Carriage House Restaurant
13.30 Facilitated Discussion A Facilitated Discussion B Facilitated Discussion C
Kath Fisher & Meg O'Reilly - SCU

Getting on to the ladder: What are the most effective ways to introduce learners to PebblePad at the beginning of their course?
Ken Robinson, Jacqui Patten, Helen Godwin, Heather Pate & Yusuke Ishimura - ECU
How might PebblePad improve institutional outcomes and student-led learning?

Jennifer Rowley - Sydney

How do we assess the benefit of student engagement in a Personal Learning Space and eportfolio development?

Tim Hinchcliffe
Matt Street
"Accreditation beyond the discipline"

Skills and attributes can be interpreted according to the epistemology of the individual discipline. Relative to these established academic disciplines the informal curriculum could be considered to be at an early stage of developing its own modes of enquiry and associated language. Thus in the absence of a common language, attributes and skills identified at an institutional level can prove problematic for programmes to "authenticate". How can a single award bring together these two communities of practice?
Furthermore, approaches to accreditation often include either additional awards that sit outside the academic curriculum or embedding the requirements directly within the discipline itself. Here we consider accreditation as a third community of practice which draws together both of these approaches.
The Keele University Skills Portfolio (KUSP) provides an open language which enables students to connect areas of life-wide learning common to all of their communities of practice. Using a model that encourages reflection on self-knowledge the portfolio aims to develop life-long learners with a sense of self-direction.
This workshop will look at the model used at Keele University to draw together the three different communities of practice at an institutional level. Participants will explore the issues of this approach, find out what worked well, what didn't work so well and future plans for the Keele University Skills Portfolio. The discussion will include pedagogical issues such as finding common language and appropriate modes of enquiry as well as more practical considerations including project management and structure, and the culture of an institution.
Connoisseur Lounge
Afternoon Tea
The future for PebblePad
includes discussion and Q&A Shane Sutherland, Development Director and Toni Lavender, Chief Development Officer
Round up and close
16.30 Bus to airport
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