PebblePad: Reflection for learning Student-Centred Activity - read, consider and design
Last updated on 21/02/2020
You must be signed in to access this function3
Do you want your students to deepen their learning through reflecting on experiences and/or content?
Did you reply yes? Great! PebblePad can assist you in providing your students with a secure online space to reflect once or multiple times throughout your course or the program.
How can PebblePad support Reflection for Learning?
PebblePad allows your students to simultaneously look forward and backward while meaningfully integrating the learning their learning.
Benefits for students include the ability to...
- Think critically about their own understanding of concepts and performance
- Systematically identify and think about patterns in their learning
- As an active process, reflection enhances the learning process because it takes into account past, present and future
- Acknowledge their strengths and areas for improvement
- Develop insights into their understanding of culture and cultural competency as well as content
- Increase their self-awareness as learners
Benefits for the teaching team include the ability to...
- Provide reflection as an active learning tool to enhance cultural capability and competence
- Enable students to make sense of and reflect upon what they have experienced and observed and connect that to course outcomes
- Provide prompts that scaffold reflective practice towards higher order thinking skills
- Distribute, collect and manage reflections across the teaching period
- Review and provide feedback on evidence submitted by students (e.g., photographs, videos, audio clips, etc).
Benefits for the institution...
- Reflective students who analyze their experiences develop a variety of transferable skills that enable them to attain the Griffith Graduate Attributes.
Examples of PebblePad in Action Reflection for Learning
The following are real-life Griffith examples of academics using PebblePad for reflecting for learning.
Senior Lecturer, School of Medicine - Sheree Lloyd
Reflection workbook for student placements
Lecturer, Griffith Business School - Dr Sue Ressia
Scaffolded reflection activities in a workbook
Senior Lecturer, School of Medical Science - Dr Andrew Pearson
Reflection templates that are embedded into a Portfolio.
- Is this a single reflection or will there be multiples throughout this course?
- Will the reflections be assessed? If yes, who will assess?
- Will feedback be provided within PebblePad?
- By reviewing Faculty Sparks from your peers relating their use of PebblePad
- By attending PebblePad workshops
- Watch our webinar: Using PebblePad for Reflection (recorded Tuesday 12th June), with Priscilla Trahar and Dr Chris Campbell
Consider collaborating with the Program Director and other Course Convenors to implement a Program-wide approach to the use of PebblePad. While this is not necessary, PebblePad allows students to access the content and activities over the length of their program.
Consider conducting research related to your use of PebblePad for publication in discipline-specific journals or those with a higher education focus.
Contact your school's Learning and Teaching Consultants.
Self-help user guides and videos are available at on Griffith’s PebblePad Help site.
Pebblepad (Fact sheet). Getting Started with VLE tools and the Course Design Standards.
Pebblepad (Module). Getting Started with VLE tools and the Course Design Standards.
© 2023 Griffith University.
The Griffith material on this web page is licensed under a Creative Commons Attribution NonCommercial International License (CC BY-NC 4.0). This licence does not extend to any underlying software, nor any non-Griffith images used under permission or commercial licence (as indicated). Materials linked to from this web page are subject to separate copyright conditions.
PebblePad: Reflection for learning. Retrieved from https://app.secure.griffith.edu.au/exlnt/entry/6546/view(2020).