PebblePAD

Supporting PDP

PebblePad was originally developed as a system for supporting PDP and the wider requirements of Progress Files. PebblePad includes an ability profiling tool which allows students to assess their own confidence and competence at a range of studenting skills.

PebblePad is pre-populated with a learning skills profile, a graduate skills profile and a research student skills profile. With the introduction of the new Profile Builder institutions can choose to tailor the existing profiles and can build new ones to suit the needs of different groups of users e.g. ‘Skills for Nursing’; ‘Fieldwork Skills’; or ‘Employability Profile’.

Reflecting on learning is an essential component of PDP and is encouraged throughout PebblePad. Every input form ends with a reflective question e.g. “What have you learnt from having this experience or from thinking and writing about it?” There is an input type called Thoughts which is designed for promoting and capturing reflection. For learners who find reflection difficult there is the choice of a 4-stage scaffolded model which guides them through a reflective process. Thoughts can be published directly to a Blog which is particularly valued by students on professional placements.

The presentational eportfolios, called WebFolios, allow learners to represent their skills and achievements in very flexible and creative ways. If, as the tutor, you want their work to be very structured or to be organised in a particular format you can create templates which are shared with users to complete as required.

The Action Plans in PebblePad have proven to be very successful in a very wide range of contexts. The generic structure of describing what you want to achieve and then planning how to get there step-by-step has been helpful for both novice and experienced learners. Some users also use the Action Plans for large-scale projects.

For many learners the process of reflection is greatly enhanced through dialogue and some of PebblePad’s strongest advocates like the system because of the ease with which students can share their thoughts, receive feedback and enter into discussions with people they have chosen to share with.