Using PebblePad to collect evidence of learning Faculty Spark - View, reflect and apply

Last updated on 25/02/2020

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Sarah Cresswell shares her experience of using PebblePad to scaffold student reflection and learning throughout their program.


In the Bachelors of Forensic Science and Forensic Science and Criminology and Criminal Justice, all first-year students are required to undertake Chemistry 1A. Approximately 120 first year forensic science students are required to learn vital skills in five different laboratory classes.

The skills they develop in these classes will be used throughout their programs, and into postgraduate studies and real work experiences.

The challenge was to find a way for students to record their learnings, and have ongoing access to them throughout the program to reflect on what they have learnt in the laboratory to:

  • Articulate the skills that they developed
  • Show confidence in task completion
  • Identify areas for improvement


The program convenors looked for ways to implement PebblePad tasks through the Forensic courses, so that there was a thread running through the student experience.

PebblePad workbooks were developed for students to reflect on their learning and add to it over time as continuing pieces of work, as opposed to short, distinct pieces. This meant that they were able to review their approach to previous tasks in order to inform their work in subsequent classes.

PebblePad also allowed students to collate all of their work in one place, so that they could potentially curate content into an eportfolio to demonstrate the skills they have learnt. Portfolio creation was not compulsory, but the structure was such that students could re-purpose vital reference material when addressing selection criteria for employment or further study opportunities.



  • Students recognised the ongoing value of using PebblePad, and took ownership over what they created.
  • PebblePad provided a visual representation of student activity throughout the program, giving them an indication of where they have been, and when they are most likely to be productive in their work.
  • Access is ongoing, and content can be used when addressing selection criteria for employment opportunities.
  • Students can clearly demonstrate their learning and experience

Enabling Technology


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.


When considering using PebblePad as an activity or assessment task, consider the following:

  • Book training for the whole teaching team prior to implementation
  • Spend time on the structure of your template and test this with students
  • When designing the workbook consider the amount of instructional text on the page - less is often more

Students will have preconceptions, so:

  • Outline how PebblePad will be used for your course
  • Provide instructions on the use of PebblePad
  • Set clear expectations for your work depth and quality
  • Provide a detailed support document for assessment requirements

Your Learning and Teaching Consultant can suggest ways of optimising the use of PebblePad for your teaching practice. 

Griffith Graduate Attributes

PebblePad may assist in the development of the following Griffith Graduate Attributes:

  • Effective communicators and collaborators
  • Innovative, created and entrepreneurial

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Preferred Citation

Cresswell, S (2020). Using PebblePad to collect evidence of learning. Retrieved from