More than an ePortfolio: adopting PebblePad as a learning management tool to structure curriculum delivery, track competency achievement and build a graduate entry showcase

Hamilton, Anita and Trahar, Priscilla and Hansen, Angela and Kennedy-Behr, Ann and Verdonck, Michele and Broome, Kieran and Gray, Marion and Bruce, Rosie and Scott, Heather and Miller, Heidi and Taylor, Penny and Hilly, Cate and Bridgman, Marie (2017) More than an ePortfolio: adopting PebblePad as a learning management tool to structure curriculum delivery, track competency achievement and build a graduate entry showcase. In: 27th Occupational Therapy Australia National Conference and Exhibition: Partnership, Innovation and Inclusion, 19 July - 21 July 2017, Perth, Australia.


Abstract

Introduction: In 2013 PebblePad was introduced to our occupational therapy program after it was adopted as a university-wide ePortfolio platform. Although only seeking a replacement for an existing paper-based portfolio system, it became apparent that in addition to it being an ePortfolio tool, Pebble Pad could be used to structure curriculum delivery and map the Australian Minimum Competency Standards for New Graduate Occupational Therapists(ACSOT guidelines).Objectives: This presentation will describe the project’s journey and explore the key research findings. Future directions will also be discussed.

Methods: An iterative approach was taken throughout the project, from embedding PebblePad across the curriculum and building student and staff skills in using the tool, to mapping the ACSOT guidelines and creating graduate-entry ePortfolios. A survey of students’ perceptions of ePortfolios was implemented at two points; on entry to the program and near completion of the degree. Focus groups were also conducted with students and staff. Ethics approval was granted.

Results: In 2016 the goal of adopting PebblePad as a learning management tool to structure curriculum delivery, track competency achievement and build a graduate entry showcase was accomplished. The project’s success has been attributed to the project team’s leadership and vision, management support, team buy-in, grant support, “just in time” technical assistance, and improvement of the PebblePad user interface.

Conclusion: A strategic approach is required to realise the full potential of PebblePad as a learning management tool that can be used to structure curriculum delivery, track competency achievement and build a graduate ePortfolio


Statistics for USQ ePrint 45102
Statistics for this ePrint Item
Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: No
Item Status: Live Archive
Faculty/School / Institute/Centre: No Faculty
Faculty/School / Institute/Centre: No Faculty
Date Deposited: 16 Mar 2022 03:19
Last Modified: 30 May 2022 00:27
Fields of Research (2008): 11 Medical and Health Sciences > 1117 Public Health and Health Services > 111799 Public Health and Health Services not elsewhere classified
13 Education > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development
Fields of Research (2020): 42 HEALTH SCIENCES > 4201 Allied health and rehabilitation science > 420104 Occupational therapy
39 EDUCATION > 3901 Curriculum and pedagogy > 390102 Curriculum and pedagogy theory and development
Identification Number or DOI: https://doi.org/10.1111/1440-1630.12406
URI: http://eprints.usq.edu.au/id/eprint/45102

Actions (login required)

View Item Archive Repository Staff Only