Overview and checklist for HSS courses using Pebblepad 3, 2012-13
Overview
What is pebblepad?
Pebblepad is the University's eportfolio tool. It consists of two main elements:
Pebble+ is a private personal learning space that allows users to organise and keep track of
their learning experiences as well as to present evidence of learning and achievement (e.g.
for assessment, in support of an application, or to evidence Continuing Professional
Development). It can also support the process of learning and development providing
structure through reflective templates and guidance through feedback from others.
ATLAS is the institutional space that allows individuals to submit elements of their portfolio
in pebble+ to be used for assessment, validation of evidence or formal peer review. This also
supports marking, moderation of work and return of results to students.
Further information on Pebblepad and ATLAS is available at
http://www.pebblepad.co.uk/pp3.asp
How does Pebble+ work?
It allows users to create ‘assets’ either by completing pre-built templates (e.g. for reflection,
planning or recording achievement) or uploading files of any kind. Video files are
automatically converted and compressed for the web.
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Overview and checklist for HSS courses using Pebblepad 3, 2012-13
These assets can then be organised using tags. Multiple tags can be attached to an asset
and a user can then search for the asset using any of these tags.
Assets can be collated together for presentation and sharing with others both within and
external to the organisation. Permissions can be set to allow for others to view, comment
on, edit, copy or share ownership of an asset, allowing the user to control what she would
like others to be able to do with an asset from simply viewing it to full collaboration.
If the pre-built templates offered within Pebblepad do not quite fit the needs of the users, it
is possible for them to create their own. Thus, for example, they can create their own
reflective template to use instead of those available. These templates can then be shared
with others and, for example, a tutor can make particular templates that they have created
available to students on a particular course or module.
How does ATLAS work?
ATLAS allows tutors to create ‘workspaces’ to which groups of students and staff can be
attached (e.g. students from a particular module or across a level of a course). These
students can then submit work for feedback or assessment. This work can be viewed by
staff and externals facilitating the marking, second marking and moderation of assessment,
and work can also be made available to other students to facilitate peer review. Marking
and feedback is made easier through the use of feedback forms and reusable and shareable
comments banks.
‘Sets’ can be created so that tutors only see the work of their own tutor group, and
discussion boards can be created either for sets of the whole group. Tutors can also add
resources to the workspace which can be downloaded by members and use ATLAS to
distribute templates for students to use. Users attached to a workspace can also use it to
send messages to the other members or to add these members to their contacts within
Pebblepad to facilitate the sharing of assets.
How is Pebblepad different from the VLE?
Pebble+ is fundamentally different to the VLE because it is entirely and unreservedly a
private space. A user’s account is provided by Leeds Met, but owned and controlled by the
user. It is not tied in any way to a module or course. This institutional use of Pebblepad
takes place in an entirely different space (ATLAS).
ATLAS is the element of Pebblepad that is most similar to the VLE and it is important to
make it clear what each space is to be used for to avoid confusion and duplication. For
example, you may decide to switch off the resources and conversations pages and carry out
these activities in the VLE. Or you may decide to include these pages but only include the
resources and discussions directly related to e-portfolio activities and assessments, adding
all other resources to the VLE.
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Overview and checklist for HSS courses using Pebblepad 3, 2012-13
How to access Pebblepad
It can be accessed using any computer or mobile device with internet access and a web
browser (if you do not have Flash you will be taken to an HTML-only version). You can
access Pebblepad at http://www.pebblepad.co.uk/leedsmet/ using the same log-in details
as for X-stream. If you experience problems using Pebblepad with your mobile device, the
mobile version of the site is also available at
http://v3.pebblepad.co.uk/v3portfolio/leedsmet/mobile.
It is also possible to add an ‘LTI link’ in X-stream which will by-pass the Pebble+ log-in page
and take users directly to their Pebble+ account without needing to re-enter their details.
This is done as follows:
Choose ‘Tools – Basic LTI Tools.
Select Pebble+ from the drop-down
And select the ‘Submit’ button. On the next page add a description such as:
Direct link to your Pebble+ account. Clicking on this link will by-pass the Pebblepad log-in
page.
Leave all the other settings as the defaults and click on ‘submit’ to create your link.
When a student clicks on the LTI link, their Pebble+ account will open in a new window so
they will need to allow pop-ups in their browser to use it.
Checklist
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Overview and checklist for HSS courses using Pebblepad 3, 2012-13
This checklist draws on the results of studies carried out between 2009 and 2011 (Joyes
et.al, 2009; JISC, 2012) which aimed to review uses of e-portfolios across a wide range of HE
institutions to identify and share key issues and good practice in implementing e-portfolios.
These studies identified five common factors in successful implementation, as shown in the
table below. The checklist that follows aims to help you to ensure you have considered
these issues
e-Portfolio threshold concept
Purpose is aligned to context to
maximise benefits.
Learning activity is designed to
suit the purpose.
Processes are supported
technologically and
pedagogically.
Ownership is student centred.
Transformation (disruption) is
planned for.
Practitioner driven use within individual coursesstatements of effective practice
 The e-portfolio purpose is integrated into the
course
 There is transparency of purpose for students
 Benefits are ‘sold’ to the learners.
 There are conscious pedagogic decisions made
that are aligned to the purpose ensuring the eportfolio is integrated into the course.
 Appropriate scaffolding is built into the learning
design.
 The e-portfolio tool has the necessary
functionality to support the processes involved,
such as information capture & retrieval and
presentation - technical support is provided for
these.
 Pedagogic support is in place for reflection, peer
review, information selection, presentation etc.
 It is recognised that even though the purpose
within a taught course is not provided by the
learner the e-portfolio is a personal and private
space whilst in construction and aspects are only
shared when decided by the learner.
 It is understood that each particular instance of eportolio use may not fit exactly within current
practice and the implications of this.
https://epip.pbworks.com/w/page/40808690/Implementation%20guidance%20for%20practitioners
JOYES, G., L. GRAY and E. HARTNELL-YOUNG (2009) Effective practice with e-portfolios: How
can the UK experience inform practice? In Same places, different spaces. Proceedings
ascilite, Auckland 2009, pp. 486-495. Available from
http://www.ascilite.org.au/conferences/auckland09/procs/joyes.pdf.
JISC (2012) e-portfolio implementation study [Internet]. Available from
<http://www.jisc.ac.uk/whatwedo/programmes/elearning/epi.aspx>.
Purpose
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Overview and checklist for HSS courses using Pebblepad 3, 2012-13
Have you clearly defined how the e-portfolio is to be used?
A clear statement of how the portfolio will be used and the scope and level of integration
within the course is likely to be useful. Will use focus on particular themes across the
course such as employability or graduate attributes, or will it focus on professional
development and, for example, the development and evidencing of professional
competencies? Is it going to be introduced as an optional tool to support student learning
with minimal integration with the course, or will it be integrated with course activities and
assessments?
E-portfolios work best when their use is integrated into the course rather than an additional
optional activity. The ultimate aim of e-portfolios may be personal and varied, involving
effective independent use to support and evidence learning. However, scaffolding and
direction is likely to be needed to support the process of development (see ‘learning design’
section below).
Are you able to clearly articulate what the benefits for your students and how will you
‘sell’ use of the e-portfolio to them?
Make sure the direct practical benefits for the course are clear and transparent, eg:

That the e-portfolio will allow students to store and organise all their files (including
images, audio and video files) in one place with web access from anywhere with an
internet connection – safer and easier to organise than using memory sticks.

That they will be able to search and reuse the materials in their e-portfolio for other
purposes at other times, e.g. to support applications for employment, to evidence
skills, to support CPD etc.

That they will be able to easily share assets within their e-portfolio with others
within and beyond the course, and also to control the share permissions to allow
read-only access, commenting or full editing access.

They will be able to create, upload, access and organise assets ‘on the move’ if they
have a web-enabled mobile device.

(If you are giving feedback through Pebblepad) that it will provide an easier method
of obtaining feedback from staff, allowing them to see and comment on work in
progress.

(If you are using the e-portfolio for assessment) that it will help them directly
towards a particular assignment (e.g. allow them to build up materials to put
together a portfolio evidencing that learning outcomes are met).
Also focus on the benefits beyond the course, e.g.:
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Overview and checklist for HSS courses using Pebblepad 3, 2012-13

For Continuing Professional Development, applications for employment, transitions
to and between jobs etc (lifelong learning)

The scope for integrating learning from a range of aspects of life including more
informal learning opportunities (work experience, volunteering, social activities,
sport etc) (lifewide learning).

To improve digital literacy skills and get to know a system which is likely to be similar
to those increasingly used in the world of work.

That (subject to relevant laws and the terms and conditions of the site http://www.pebblepad.co.uk/terms/default.html) they will be able to share aspects
of their e-portfolio with people outside Leeds Met as they wish. For example,
pebblepad allows them to send links to an online CV or to publish a publically
available website demonstrating their skills or on a topic of their choice.
Learning design
Have you designed your learning and assessment activities to align them to the purpose of
using e-portfolio?
For example:
How will you introduce the e-portfolio to students?
Consider having a one-off introductory session providing an overview of the e-portfolio and
how it will be used on the course. Book a lab for a hands-on session. Contact a Learning
Technologist if you would like input in preparing or delivering an introduction.
It is a good idea to make sure that a broad introduction is provided focusing on the benefits
for your students (those in the ‘purpose’ section for example) and encouraging students to
explore their pebblepad account for themselves.
It is also useful to include an activity that prepares the ground for the use that will be made
on the course. Give students a clear and manageable task to start the process. Make sure
that you are clear on what you would like the students to submit and prepare all the ground
work for this. E.g. make sure students have downloaded all the templates they need. Make
sure that they have submitted what is needed onto the workspace (e.g. a blog with the first
entry completed). Make sure that planned uses of the e-portfolio are clear and highlight
activities that will involve the e-portfolio in the timetable.
Consider involving current students when introducing the e-portfolio to new students or
refer to their experiences during the introduction.
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Overview and checklist for HSS courses using Pebblepad 3, 2012-13
If you are planning for integrated use on the course, don’t consider the introduction to be
‘job done’, but think of it as the start of a series of activities which encourage structured use
of the e-portfolios.
How will you support students in making on-going use of pebble+ on the course?
Refer to e-portfolios regularly and link activities (e.g. skills development work or reflective
activities) to this. Activities that are carried out as part of everyday learning provide a rich
source of materials for individuals’ e-portfolios. Encourage students to upload any products
from learning activities (assignments, formative tasks, products from groups work or
problem-based learning activities etc) and to provide a reflective commentary on the
process of development linked to action planning, self-evaluation on progress etc. Regularly
remind them to tag their assets to make this useful and searchable into the future, and to
keep an eye on how effective their tagging is in enabling them to find assets. Where
working toward professional standards, point out opportunities as they arise from all
modules and activities as well as placements. When returning assignments (whether they
have involved use of the e-portfolio or not), stress that because these demonstrate
achievement of learning outcomes, they constitute strong opportunities to demonstrate
evidence/achievement. Try to make sure that the whole course team is aware of the eportfolio and making regular suggestions of useful materials to add.
Have you aligned your use of the institutional space (ATLAS) to the purpose?
In addition to the approaches above focusing on students’ own uses of their private space
(Pebble+), have you decided on how you will use ATLAS? This gives you an opportunity to
set tasks and activities and to see and give feedback on the outcomes. It also allows for
externals such a practice educators to view and assess work done by the students. By
providing a clear activity or series of activities that will support development and build up as
the course progresses, you will be able to chart your students’ development and provide
feedback. This is particularly important if the e-portfolio is to be used for assessment as it
will give students every opportunity to get familiar with the e-portfolio beforehand.
You will need to decide on how the ‘institutional’ use of the e-portfolio will be structured.
Will this sit within particular modules? Will this draw in work done in other modules at the
same or previous levels? Will this build in a structured way as the course progresses? Will
activities be formative only or will they involve summative assessment? This will inform a
decision on how many ‘workspaces’ and ‘assignments’ you will need in ATLAS (See tutor
guide to ATLAS in the practicalities section of this guidance).
Once you have established how your workspace(s) will be structured, you will need to
consider the following:
What would you like your students to submit to you on the workspace(s)?
If this consists of a number of different items, it is a good idea to try to combine them into a
single item which is submitted to the workspace making it easier for you to view and
manage student work.
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Overview and checklist for HSS courses using Pebblepad 3, 2012-13
There are four basic options available for structuring the way that students present
elements of their e-portfolio on a workspace as follows. These all allow assets within
students’ Pebble+ accounts to be collated and presented so that any updates are
immediately visible on the workspace.
Blog
A blog is a single-page website with sequential postings organised by date. All items and
files created in Pebble+ can be added to a blog. This is excellent for time-based sequential
work that does not need to be presented by theme or according to criteria other than date
of posting. In these cases, it is perhaps the easiest method of combining multiple assets for
presentation.
Webfolio
A webfolio is a multi-page website made up of multiple ‘foliopages’. This is particularly
useful for allowing students increased control over how they present their evidence. They
can create pages, with text and multimedia displayed and add links on each page to assets
within their Pebble+ accounts. It is particularly useful where the product for assessment can
be organised in a relatively small number of pages. This could be useful, for example, if you
have five themes or outcomes that you would like students to address. They can write a
summarising statement as a webfolio page for each outcome and add links to supporting
evidence. Items such as blogs or forms can also be added as pages of a webfolio, so they
provide a useful means of pulling together different items for presentation/assessment.
Collection
A collection is a web page made up of links to all assets in a user’s Pebble+ account that
have fulfil preset criteria. This could, for example, be assets with particular tags attached,
assets of a particular type, or assets created between particular dates. Collections can be
created with multiple criteria. Once a collection is created, any further items that fulfil the
criteria will automatically be added to the collection. Collections can also be added to
webfolios and blogs so that, for example, a webfolio can be created with a collection on
each page for ease of navigation. Collections are particularly useful where you would like to
see all assets relevant to a particular tag and can be particularly useful for getting an insight
into how extensively students are using their own Pebble+ spaces.
Templates
Templates allow you to create assessment proformas for students to complete and submit
for assessment. While webfolios and blogs are ‘blank slates’ which students populate
themselves (according to instructions where a particular structure is needed for the
assessment), templates allow for a framework to be created for students to follow. They
can allow, for example, the following items:


Questions which students respond to through reflective text entry
Ratings and selectors to allow students to choose appropriate responses to
questions and, for example, self-assess themselves against particular criteria.
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Overview and checklist for HSS courses using Pebblepad 3, 2012-13


Tables for students to complete. These include an option to automatically add table
rows once a row has been completed, useful when different students might have
different numbers of items to add (e.g. aims in an action planning table).
‘Capabilities’ which allow students to chart their progress over time against specified
criteria (such as professional standards of proficiency). They can allow students to
rate their ability, justify that rating, create action plans on how they intend to make
progress in each, and add evidence to support any claims of progress.
Workbooks
Workbooks are a relatively new feature of Pebblepad which were added in the January 2013
update. They provide a very powerful means of scaffolding engagement with the e-portfolio
for students and structuring submissions for assessment and/or feedback. Workbooks allow
you to combine templates together so that the items above can be interspaced with text,
images and audio/video. This allows you to create a sequence of activities for students in
which, for example, they undertake a reading/watching activity to stimulate ideas and then
add a response/reflection which tutors can see and give feedback on.
This brings potential for converting paper-based workbooks you may currently use into
interactive online workbooks which have information (text, images, video) and spaces for
students to fill in answers, make notes or upload assets such as blogs. Answers are
independently stored in the students’ assets so that they can reuse them like any other
asset in their Pebble+ account. If submitted to a workspace, you can view submissions
individually or question by question, and/or see reports with information such as numbers
of completions.
Examples
1. If you require students to create a series of reflective entries on a fortnightly basis
through a module of the course and also to complete three forms, a planning one at the
beginning, a progress one in the middle, and a review one at the end, these can be
combined into a single ‘blog’. You only see one item for each student on the workspace
making it easy for you to view and manage submissions. Students are able to post their
reflective entries or forms to the blog by choosing ‘Add to’ and selecting their blog. These
updates are then automatically visible on the workspace.
2. If your course requires that students achieve a particular set of competencies (such as
the HCPC Standards of Proficiency), these can be built into a capabilities form in which, over
as long a period as you wish, students are able to rate themselves and chart their progress.
Note that any of the items above can be combined together so that, for example, a webfolio
can be attached as evidence that a particular competency has been met within a template.
Equally a template can be added to a webfolio allowing students to create pages introducing
the template and perhaps providing an overall reflective statement.
The presentational tools are very flexible, so a decision is needed on how far you set a
framework for students to work within and how far you task them with presenting their
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Overview and checklist for HSS courses using Pebblepad 3, 2012-13
information as they see fit. A useful approach could be to start simple and build from there
so that you provide plenty of structure earlier on in the course and allow greater freedom
later on once students are more familiar with the tools and more practiced in using them
independently.
For example, in a three year course, you may decide to start in Year 1 with relatively
straightforward activities such as a reflective blog for regular reflections on progress, or the
completion of a progress form on a monthly basis as the course progresses. These
straightforward activities work best when they depend on and pull in assets from the
students’ own on-going development of their e-porftolio. And also when they allow for a
focus on developing skills in using the e-portfolio (e.g. on effective tagging or reflective
writing).
On courses which address professional competencies, this can act as groundwork for
activities in year 2 involving the use of templates for self assessment, planning for
development and evidencing of progress. Where students have made use of tagging in the
development of their reflective blogs in year 1, they can pull in materials from the blogs to
support this. They can also integrate activities carried out in the University with placement
experiences and activities.
This can then be further developed through year 3 by tasking students with producing a
webfolio pulling in their templates to show their final self-assessment against the
professional competencies and including pages summarising their overall progress and
development, and considering future plans.
What feedback will you give and when?
Feedback can be added to items on a workspace very easily and feedback forms can also be
used for this. Feedback comments made can also be collated and shared for reuse later. It
is also possible to set up workspaces for peer review by students. See the tutor guide to
ATLAS for further information about this.
What form will your summative assessment take?
Any of the ‘products’ presented above can be summatively assessed within a workspace.
Feedback comments and marks can be added, and processes such as double marking and
moderation can be facilitated. For competency-based assessment, one, two or even threelevel ‘approval’ is possible. Thus at level one, tutors or practice educators can select an item
for assessment and indicate whether or not the required standard has been achieved, at
level two, a moderator can indicate whether they agree with the decision, and, at level
three, a final reviewer (e.g. an external) can indicate whether they are satisfied with the
overall standard of assessment. All assessments can be archived to ensure continued
access. More about assessment and feedback on workspaces is available in the tutor guide
to ATLAS.
It is important to consider whether the assessment is aligned with the overall purpose of the
e-portfolio, especially when you are ‘moving’ existing paper-based assessments into the e-
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Overview and checklist for HSS courses using Pebblepad 3, 2012-13
portfolio. The e-portfolio provides an excellent opportunity to avoid portfolio work being
done at the last moment and to encourage ongoing ‘little and often’ engagement. Because
work is submitted to workspaces at an early stage and can then be revised and added to at
any time until the deadline, it is very easy to monitor ongoing engagement and progress. It
is also easy to break down a major task such as creating a portfolio to show achievement of
a particular module’s learning outcomes into smaller ‘sub-tasks’ so that students can build
up assets that will be of direct value when they are pulling their portfolio together later.
The ability to provide formative feedback either as and when required or at specific points
such as a mid-semester point also provides a useful mechanism for encouraging a focus on
the process rather than solely on the product. These aspects make it possible to adjust the
marking criteria to, for example, provide reward for regular reflection and making
connections between reflective entries from week to week. They also ensure that the eportfolio will help students to succeed in their assessments rather than present an extra
hurdle when it comes to the point of trying to ‘create’ a portfolio at the end.
If an assignment simply assesses a final piece of work with no reference to cumulative
contributions, this may not encourage regular engagement and if, effectively, the final
submission is something that could have been created and submitted using a word
processor, students are likely to feel aggrieved at having to learn to use a new skill with no
immediate purpose or reward. It is clearly important to avoid this outcome.
Support
Have you considered technical and pedagogic support for you and your students in using
the e-portfolio?
It is highly recommended that you spend some time getting to know your own Pebble+
account. This is the same as those used by students in every way. If you are expected to
maintain evidence of CPD yourself, this can be an excellent tool for managing this, keeping
up-to-date and ensuring that you can access records when needed. It also offers great
potential for PDR processes, managing your files, planning and collaborating on articles etc.
Any experimentation and use that you make now will make it easier for you to work with
students developing their own use of the e-portfolio.
Pebblepad is a very intuitive to use and support is provided within the system on the nuts
and bolts of creating and working with assets, including video demonstrations. It is
definitely worth emphasising how useful the help resources are. Beyond this, specific
guidance may be needed to support the particular uses pebblepad is being put to on the
course. Incorporating instructions into an initial introduction to the system and making sure
that the students are set up with what they need from the outset will be important (e.g.
making sure students have downloaded all the templates they need and submitted what is
needed onto the workspace before they leave the first session). Step-by step guidance
notes are also likely to be needed for reference later and, depending on how the students
progress, it may be necessary to arrange for further support sessions such as a drop-in
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Overview and checklist for HSS courses using Pebblepad 3, 2012-13
session for students who feel they need it. A FAQs discussion board can also be an efficient
way of providing ongoing support if it is made clear to students how it is to be used and how
frequently it will be checked and responded to. If you would like help planning or creating
such resources or sessions, please contact Rob Shaw.
Developing the use of e-portfolios is also likely to require a wide range of skills such as
reflection and reflective writing, information selection and organisation, presentation and
(where used) peer review. Activities to support the development of these skills are likely to
be needed. Where existing activities are included in the course to focus on these skills,
there may be an opportunity to amend these slightly to put the focus on e-portfolio
development or to encourage students to upload the products from such activities and carry
out a reflection on them within the e-porftolio.
Ownership
Are you aware of the flexibility offered by pebblepad to increase the likelihood that it will
be a ‘student-owned’ system?
It is worth providing an overview of the philosophy behind the e-portfolio as a studentcentred tool. Make sure that it is clear that the permissions a user has in their own Pebble +
account are the same regardless of their role in an organisation. No other user can log in to
their account (including tutors, administrators or technical support staff whether at Leeds
Met or at Pebblepad) nor access content it contains in any way unless that content is shared
by the user.
A user’s account is provided by Leeds Met, but owned and controlled by the user. It is not
tied in any way to a module or course. This institutional use of Pebblepad takes place in an
entirely different space (ATLAS). Emphasise that they can use Pebble+ to record learning
and experiences from beyond the course and that they will be able to take it forwards after
the course. Once they complete the course, students will be able to continue with their
Pebblepad account for 12 months free of charge to allow them to continue using it until
they move on to an organisation with a similar e-portfolio system and export their account
to that system. If they wish they can continue to use their individual account for a fee which
is currently £20 per year of £45 for three years. It is Pebblepad’s stated policy to provide
access to individual accounts at cost price.
Direct students to the information button at the top of the screen which
summarises the philosophy behind the e-portfolio.
In addition to this, it is also worth emphasising that Pebblepad can be accessed using a wide
range of internet enabled devices such as phones and tablets. The mobile version includes
the vast majority of functionality provided by the full version of the software. If they are
using a device which does not support Flash, users are automatically directed to an HTML
version of the site which, again, provides all the core functionality.
Transformation (disruption)
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Overview and checklist for HSS courses using Pebblepad 3, 2012-13
Studies have shown that e-portfolios use often does not fit exactly with existing processes
and that this can lead to tension around their use. Careful planning should mitigate this, but
it is worth ensuring that regular opportunities are provided for the course team to discuss
progress and also to obtain input and evaluation from students.
A dozen or so courses are planning to use Pebblepad in 2012-13 and the contact details for
others using it are provided to allow for opportunities to share experiences and advice.
Hopefully, there will be opportunities to share experiences and progress as the pilots
progress, and to evaluate staff and student experiences at the end of the year to inform
further developments.
If you have any questions or problems, please let me know.
Rob Shaw ([email protected], 27703)
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