Latest Event Updates

Learning and Teaching FEST 2017: Call for contributions

Posted on Updated on

Student Success: Adding Value through ‘Learning Gain’

This year’s Learning and Teaching Fest will be held on Tuesday 20th June 2017 on our Fusehill Street campus. The theme of this year’s Fest is “Student Success” Adding Value through ‘Learning Gain’ a topic which covers a broad spectrum of practice and will allow us to showcase some of the best and most original practice at UoC and our partner institutions.

Adding Value through ‘Learning Gain’ is becoming an increasing focus as a way of measuring success in higher education and is one of the aspects the TEF (Teaching Excellence Framework) assessment framework considers as teaching excellence (Jan 2017, TEF, Higher Education Funding Council For England).

Learning Gain can be defined and understood in a number of ways. Broadly it is an attempt to measure the improvement in knowledge, skills, work-readiness and personal development made by students during their time spent in higher education (Feb 2016, Learning gain, Higher Education Funding Council for England).

The conference is looking to share learning and teaching practice from across the UoC and our partner institutions which adds value through learning gain to enhance student success. We are looking for contributions in the following key areas identified in the Learning, Teaching and Assessment Strategy review:

  • The learner
  • The learning environment
  • Curriculum design
  • The Academic role
  • Partnership working

Presenters will be scheduled within 30 minutes’ slots (maximum 20 minutes presenting, with time for Q&A/discussion).

Presenters are asked to explore the evidence of the impact and or effectiveness of their practice on adding value to the student experience. They will also be encouraged to frame the work within the new Learning, Teaching and Assessment Strategy.

Presentations may be single or joint with colleagues or students. We highly encourage co-presentations with students.

To offer a contribution, please submit a 200 word abstract via BOS survey by Friday 7th April 2017.

Abstracts should address the following:

  • What were you trying to enhance?
  • How did you enhance your practice to address this?
  • What is the evidence of the value added to the student experience?
  • How is this underpinned by current thinking in the literature?

Successful participants will be notified by email by Thursday 27th April 2017.

Should you wish to discuss your ideas before submitting a proposal please contact:
Dr Amanda Chapman ( ext: 2739

CASE STUDY SERIES: Peter Tankard, Senior Lecturer, Secondary Education and School Direct UPL

Posted on Updated on

“The best way to eat a bunch of grapes”  Supporting School Direct students at a distance using PebblePad

The Core Science PGCE began to use PebblePad several years ago to track trainees’ progress whilst they were on placement. This was a small-scale pilot to try to improve communications whilst trainees were on placement.

Prior to adopting the system, when trainees went on placement their record keeping and tracking was historically not very satisfactory. In Peter’s words: “everything felt really asynchronous – trainees went on placement and came back and that was it – there was no ongoing dialogue”. Very few trainees kept in touch whilst in school so tutors didn’t really know how the trainee was progressing until they visited them on site. Trainees were also expected keep a weekly reflective log to regularly reflect on their teaching delivery and record mentor meetings. In many cases, this did not happen. “There was no real sense of trainees keeping on top of things and they would write things retrospectively once they returned from placement, which was far from ideal as the reflections were much less meaningful”. The Science team found the use of PebblePad a bit of a breakthrough as, even though not in ‘real time’, there was much more of a sense of this ongoing dialogue regarding a trainee’s progress. Such was the success of this small pilot, in 2013/14, the whole core secondary PGCE team adopted PebblePad for use in this way.

Moreover, the trainees’ use of PebblePad was extended to incorporate an ongoing portfolio of evidence and reflections with regard to their workplace learning across both phases of their ‘in school’ training. This work was shared to a secure area which allowed university personal tutors access to monitor trainees’ progress and gave tutors the ability to offer feedback and suggestions in a timely manner. Staff could also offer prompts if trainees seemed to be falling behind. Most trainees engaged with this process extremely well and saw the benefits of using a system like PebblePad, but sadly there were a few that didn’t. Anecdotal evidence seems to suggest that those trainees that did engage made the most rapid progress. Of course this could be due to a multitude of other, unrelated factors and dispositions. In a similar way, some tutors engaged well and really saw the benefits of working in this way

With the advent of School Direct from 2014 onwards, where trainees are based in schools and ‘learning on the job’, the university needed a robust way to track trainees’ progress whilst they were largely in schools. It was decided to use PebblePad as the system was already established across the programme and most staff had a good working knowledge so one barrier had already been addressed.

As an aside, and around the same time, the PebblePad system was upgraded and the new version introduced many enhanced reporting features and functions behind the scenes, which most of the teaching team did not know about until they were demonstrated. Peter calls this serendipity:“We started using PebblePad in one way then, when staff saw its worth, it was then re-designed to get the best out of the trainees and provide a rich vein of data for the programme

On the School Direct programme, at the outset, trainees begin by observing taught lessons, then they move on to delivering lessons themselves. They are constantly observed by mentors and have targets applied regularly. All of these ‘occurrences’ are meaningful learning moments that trainees needed to capture and reflect upon straight away. If trainees did not complete the reflections soon after the occurrence (as was largely the case in the pre-PebblePad days), they would almost render the experience worthless as new learning would be occurring all the time. Reflection is arguably a fundamental skill for a professional. Peter said “our aim was, that by getting trainees to complete the weekly reflections in the workbook, we would produce better teachers at the end. Having dialogue throughout (between trainee and University Partnership Lecturer) made the learning more meaningful, targeted and progressive”.

What did you do/implement?
A bespoke workbook was created for the School Direct trainees and, using adaptive release, pages were released at certain points during the year. Staff were careful not to ‘over-face’ the trainees with too many pages at the outset so just the pages needed for the first term were released at the beginning. Peter refers to this as the ‘thin end of the wedge’ – make the workbook simple and easy to use and then release more complex material in stages. It was important the everyone became comfortable with the software before ‘raising the bar’ in terms of the tasks.

“You cannot eat a cluster of grapes at once, but it is very easy if you eat them one by one” (Roumain)  
Trainees needed to develop their skills very rapidly, therefore short support videos were provided outlining what trainees needed to know. This support resource was created in PebblePad and linked to the first page of the workbook. It showed trainees how they could fill in their weekly reflections and how to document targets set by their mentors. Ultimately, the aim of the workbook was to develop trainees’ reflective skills throughout the course.

Have you adapted/changed anything subsequently?
We refine the workbook each year and sometimes ‘in year’ which is the absolute strength of using workbooks. Also, the reporting function is extremely powerful and the ability to collect data is another of PebblePad’s selling points. The university can download this vast amount of this accrued data to spreadsheets and disseminate it simply to where it’s needed. This was the feature that the more reticent staff were sold on“.

“Pebble Pocket is awesome!”
The mobile app is very versatile for School Direct trainees, and is used, for example, to record transcripts of mentor meetings. When trainees meet with their mentor, they have a conversation and agree targets. A paper-based form is completed which they both sign. The trainee is able to take a photograph of this form with their mobile, and send it directly to their PebblePad asset store using a Wifi connection. This form can then form part of their QTS (Qualified Teacher Status) evidence and added to their workbook.

School based mentors can see a real benefit with this process. In the past, they would’ve held the meeting with their trainee and the trainee was then expected to go away and write up notes of the meeting ‘after the fact’. Mentors were never fully sure that all information was being recorded in trainees’ portfolios, especially if reprimands or hard targets were issued. Now, the mentor knows that the meeting is being documented in a much more realistic way.

What is the evidence on the impact of trainees and their learning?
PebblePad is not currently used for ‘formal’ learning as such, but is more of a developmental tool to enhance reflection skills which, in turn, arguably enhances their learning. Peter would like to develop this area in the future as he feels there is a lot of potential to use PebblePad in a more formal way.

Impact on Staff……
In addition to the School Direct workspaces, Peter has also created a Quality Assurance workspace just for academic staff to use. Each time they visit a school, the university tutor will fill in an electronic form and send it to the workspace for that school. This is a really simple and efficient way to keep all information on a school in one place and is especially useful for consistency if there are staff changes either in school or at the university. It will be especially useful outlining where a school possibly needs to improve and when Ofsted carry out their inspections.

What do you plan to do next?
I don’t know, but as soon as someone presents a problem, my immediate thought is ‘how can we do this in PebblePad”

Student submissions:


Staff can see when a student last accessed their workbook and also how complete it is (%age figure).

An example of a Secondary PGCE workbook with feedback.

NB Feedback can be added as free-text or an electronic feedback form can be designed and used: 


An example of the electronic feedback form staff filled in when marking students’ work:


“Rebooting learning for the digital age: What next for technology- enhanced higher education?” (HEPI. 2 Feb 2017)

Posted on Updated on

The Higher Education Policy Institute (HEPI) has recently published a new report entitled “Rebooting learning for the digital age: What next for technology- enhanced higher education?”.

HEPI report cover

The report makes seven recommendations that HEIs should consider to make the most of the advantages and opportunities that digital technology can offer; even stating that technology can help support TEF’s three main components, namely teaching quality, learning environment and student outcomes.

The report recommends that technology-enhanced learning (TEL) should be built into the curriculum design process to ensure effectiveness, and that best-practice should be evidenced and shared to help support TEL use and continued adoption. A focus on digital capabilities is also recommended, as this is a key component of graduate employability; increased digital skills across the institution also helps drive TEL and the digital environment.

TEL can have a positive impact on learning outcomes when it is “designed-in” as part of the overall pedagogic approach. The report also discusses and recommends learning analytics to help measure engagement, increase retention and potentially predict outcomes.

There are many examples from across the sector within the report that help substantiate the arguments and recommendations being made.

Overall a very interesting read, with strong recommendations for making the most of TEL within Higher Education.

You can find out more on the HEPI website, which also includes a link to the report in PDF format –

CASE STUDY SERIES: Volker Deecke, Associate Professor, Centre for Wildlife Conservation

Posted on

Use of a common course-specific Blackboard template (all Conservation modules)

Traditionally each module leader on the Conservation provision had set up his/her own module Blackboard site. This had the effect that equivalent content was in different locations on different sites and caused considerable confusion for the students. The problem was exacerbated by the fact the many teaching staff did not have access to Blackboard sites other than the ones they were teaching on which provided limited opportunity for exchange of best practice. Sarah Ruston (AQD) helped design and share a common template for all Forestry and Conservation Blackboard sites to standardise the look and the navigation.


The template provided an effective way to standardise the layout of the module Blackboard sites while at the same time enabling module tutors to  customise their sites (e.g., by including custom banners and colour schemes). The latter was important so as to avoid students (and staff) getting confused as to which Blackboard site they were accessing at any given point. Student feedback about the standardisation was very positive and the new layouts were welcomed at the staff-student forums. The exercise also had the benefit that now course leaders and external examiners were now automatically enrolled on the relevant module Blackboard sites.


Durham Blackboard Users’ Conference, 5 – 6 January

Posted on

The title of this year’s conference – the 17th Durham Blackboard Users’ Conference – was “Ticked Off – Towards Better Assessment & Feedback”. The event was held at the Durham University Business School.

There was an interesting mix of presentations throughout the two days, as well as opportunities to discuss ideas and issues with colleagues during breaks.

The opening keynote was Susie Schofield from the University of Dundee. Susie felt that students could avoid bad teaching, but not bad assessment; emphasising the need for clearly defined assessment criteria.

Susie said that feedback can be harmful – too much, too complicated, too late etc., and that feedback shouldn’t be too positive or too negative. There is also a difficulty in getting students to engage in feedback – they tend to be interested only in marks.

Good feedback should be dialogic she argued, but acknowledged that moving to this approach could cause friction within organisations as it could be seen as a redistribution of power.

She went on to describe a case study where a cover paper was produced for each assignment. Each student was expected to complete the cover sheet, self-evaluating on various criteria and stating what aspect of the assignment they would specifically like feedback on, as well as whether previous feedback had helped inform this assignment. This cover sheet was formatively marked.

On receipt of the marked assessment, there were some additional questions for the students, asking them to comment on the feedback.

Susie stated that the results were better engagement with students & tutors, improved feedback and improved assessment literacy.

There are some more details of the case study here;

Other presenters at the conference discussed different tools and strategies that they had used to support assessment and feedback within Blackboard.

One talk was on gamification, which was described as the use of game-thinking to help promote learning and problem-solve. Some examples of how behaviour can be influenced by taking a game-based approach were shown, and these can be found here;, with one example below

I also went to presentations around system reporting and the use of design to help promote consistency.

Overall, a very informative and enjoyable conference with plenty of ideas.

ALT Winter Conference 2016

Posted on Updated on


I was asked a few months ago if I would like to present at this years ALT (Association for Learning Technology) Winter Conference by means of a Webinar.

Initially I had my doubts as I am unaccustomed to presenting in my role and didn’t feel best positioned to do so. However, as I would be covering our recent WordPress projects regarding iLead and our Knowledgebase, I felt confident I could deliver an engaging and informative webinar.

My proposal was accepted and so on Tuesday 6th December 2016 I gave a 30 minute presentation (iLead by Example) including Q&A’s to around 30 candidates using Blackboard Collaborate and I talked about our journey with WordPress, why we embarked on the project, our findings and future plans.

One of the questions asked was, “Why didn’t you consider any other in house project software?” and that was one of the main drivers for taking the WordPress project on as we wanted our staff to be able to find information readily without the need to log into multiple platforms and trawl through pages of content that may not have been relevant. For example, historically we’ve had content spread across StaffNet, Pebblepad, Blackboard, the Cumbria Academy among others, the majority requiring staff to log in and also having very poor search results.

With our wordpress sites, content has been structured, classified and tagged making the process much easier and delivering the search results immediately.

Another candidate also asked if there were any concerns about the openness of iLead and our Knowledgebase? I eluded to the fact I’d taken a James Bond approach to other institutional Blogs over a period of time and found a number of them were open and  accessible and we didn’t have any concerns following suite given there was nothing published which could be deemed sensitive information.

I had some very positive feedback after the presentation and felt what we’ve achieved with WordPress so far has great potential and benefit to out staff.

Overall, I found the event rewarding and encouraging to be part of the ALT community.

A recording of the Webinar is available from

More on our WordPress journey can be found on a Pebblepad Webfolio here.









Pedagogy in Practice Seminars (PIPs) commencing January 2017

Posted on Updated on

Following the success of earlier PIPs, a new series of PIP seminars for staff to meet and share practice on teaching and learning themes face-to-face will commence in January 2017. They will take the form of a short presentation by the lead, followed by an opportunity for discussion. All staff are welcome whether you teach or support student learning, and you are encouraged to share examples of successful practice as well as challenges to which you have found solutions, or that are yet to be solved!  Bring your lunch. These will be drop in sessions with no pre-booking required.

The idea is that they will run on the same week of each month at the main northern campuses. It is hoped that the London India Docks campus will be facilitated in the future. Do you want to be a PIP leader? We are still looking for leaders from 21 February 2017 for the following dates 21 &  28 Feb, 7,21,28 Mar  & 2,23 May 2017 if you are interested please contact Heather Prince or AQD.

The seminars for 2017 will commence with:

Raye Ng (BLPSS) Internationalisation of Curriculum Lancaster Tuesday 10 Jan 2017
12:10pm – 1pm
TB11 (Temp Building) Capacity 35
Grace Hurford (BLPSS) Working with International Students Ambleside Tuesday 17 Jan 2017
12.10pm – 1pm
LD0.04 (Langdale) Capacity 15
Roddy Hunter (IoA) Assessment for Learning Brampton Road Tuesday 24 Jan 2017
12:10pm – 1pm
HO10 (Homeacres) Capacity 18
Grace Hurford (BLPSS) Working with International Students Fusehill St Tuesday 7 Feb 2017
12:10pm – 1pm
SKG37 (Skiddaw) Capacity 20
Alan Marsh (SNROS) NSS Q9 issue re Student’s perception of Feedback Lancaster Tuesday 14 Feb 2017
12:10pm – 1pm
HB011 (HB2) (Humanities) Capacity 20

To download a copy of the above Timetable, please click here.


Pedagogy in Practice Seminar​ – Reluctant readers​ – Tracy Hayes, Lecturer, HPSS​

Student led teaching – Charlotte Hardcastle

Academic Professional Workshops January 2017

Posted on Updated on


Academic Development Sessions

In the week of January 16th – 20th AQD, in collaboration with LiSS, are running a number of academic professional development workshops.  These sessions have been designed and developed to cover a range of activities and meet the needs of colleagues who teach and support learning.

We will be running sessions on our 4 main campuses.  Each session will last for one or two hours; 10:00 – 12:00 or 14:00 – 16:00.  Additionally, we will have half hour or one-hour lunchtime webinars focusing on our learning technologies.

All sessions are bookable through the staff development booking system:
please follow this link.

Workshop Schedule

Below, you will find the timetable for the week. The full session descriptions are available here and on the online booking system. If you have any queries please email .


During the Lunchtime of this week we will be running a series of lunchtime (12:30-13:30) webinars using Skype for Business. These webinars will provide quick introductions to key learning technologies, digital activities and their use within your professional practice. Sessions include:

Bristol Online Survey
Using Video in Blackboard

Introduction to Camtasia Relay
How are your students using Blackboard?

Blackboard Tests and Quizzes
Introduction to Pebblepad

Turnitin Originality Reports
Adaptive Release in Blackboard

Coming soon in our Learning technologies
Copyright & Scanning

Development Week Schedule:



Fusehill Street

Brampton Rd.


10:00 – 12:00

Turnitin Essential

Turnitin Rubrics


Best Practice Assessment & Feedback

Blackboard Essentials

Pebblepad Essentials

Pebblepad Assessments

14:00 – 16:00

Gathering Evidence for your UKPSF Application

Leading Academic Teams and Programmes


Turnitin Rubrics


and scanning Journals and E-resources for your subject area



10:00 – 12:00

Best Practice Assessment & Feedback

Delivering Engaging Teaching Sessions

and scanning

Journals and E-resources for your subject

Gathering Evidence for your UKPSF Application

14:00 – 16:00

Leading Academic Teams and Programmes

Designing Teaching for Learning

Pebblepad Essentials

Pebblepad Assessments

Social Media for Academic Purposes


10:00 – 12:00

Delivering Engaging Teaching Sessions

Quality Assurance – headlines and priorities

Social Media for Academic Purposes

Turnitin Essentials

Turnitin Rubrics

14:00 – 16:00

Designing Teaching for Learning

and scanning

and E resources for your subject area

Leading Academic Teams and Programmes

Blackboard Essentials

Blackboard Assessment Tools



10:00 – 12:00

Social Media for Academic Purposes

Mobile Learning

Gathering Evidence for your UKPSF Application

Delivering Engaging Teaching Sessions

14:00 – 16:00


Blackboard Assessment Tools

Turnitin Essentials

Turnitin Rubrics

Best Practice Assessment & Feedback

Designing Teaching for Learning


10:00 – 12:00

Pebblepad Essentials

Pebblepad Assessments


14:00 – 16:00

Quality Assurance – headlines and priorities

Embedding employability in tutorials

Posted on Updated on

Poor attendance at tutorials? Low retention between years 1 and 2? Tail off in lectures post February? Do these challenges sound familiar to you?

Over the last few years the Outdoor team in the Department of Science, Natural Resources & Outdoor Studies have tried a number of ways to address these issues, but it became apparent that we needed a completely different approach than the traditional ‘hunt down the offenders’ or offer a Student Progress Review. Running parallel to this was a complaint by a third year student that we provided no employability opportunities, which was probably the most bizarre comment I’ve heard from an Outdoor student in ten years of being the Principal Lecturer for Outdoor.

Of all the programmes I’ve worked on and led, and staff I’ve line managed, the Outdoor provision is first and foremost geared to employment in the Outdoor Industry beyond all others. It suggested to me, that we needed a more holistic approach to these topics, as I believe they are all interrelated, for surely at the end of the day we are here to educate students to graduate level to help them enter the professions in which they want to work? So I started from the premise of the following:

Good attendance >>>progression >>>> good retention >>>> successful graduation >>>> employment

We discussed these issues at our team Away Days in June and from this devised a system of structured stepped tutorials with an employability agenda running parallel from the moment students walk in the door to the moment they leave. We brainstormed what students regularly talked about in tutorials (those that did turn up to tutorials!), what we felt was important and we set a range of objectives to address by tutorial which covered learning, assessment and employability.

Fiona Boyle and Julie Palmer from LISS also attended and were able to ensure simultaneously we grasped everything there was on offer centrally in terms of student activities and staff support. The system also accommodated transition up through the years focusing on imminent employment in the final year (Table 1).

Table 1: Personal Tutor System
Table 1: Personal Tutor System

Within this scheme we took account of the new Personal Tutorial guidelines issued by Alyson Dickson and took advice from Jess Robinson, Caron Jackson and Esther Jubb. These proved lively meetings and we all came out with a better understanding of tutorials, staff, university and student expectations. This allowed us to devise a series of standardised proformas for each staff member to use as a student progresses which provided prompts of key topics and opportunity for qualitative comments, an example in shown in Figure 1.

The great beauty of these is that they can be adapted to suit unique aspects of different programmes. Students also receive a paper copy explaining the system, which lodges on our Outdoor Students blackboard site along with blank versions of all the proformas. Completed ones are held electronically by a Programme Admin team, this helps with reference writing later on too!

Figure 1: Example of a tutorial proforma
Figure 1: Example of a tutorial proforma

As noted above, we were also keen to fit employability into the tutorial system. So for each cohort, we have devised a series of key departmental and university activities in which students may engage (Table 2). In this respect we are very fortunate in Outdoors in that employers desire ‘National Governing Body Awards’ (NGBs) and thus this provides a clear set of CPD courses to run parallel to our degrees.

Nevertheless, these require certain technical competencies in various outdoor adventure pursuits supported by UPK derived in part from our degree programmes, some of which are students are not quite ready to be assessed. In response we have Upskill sessions on Wednesday afternoons, run by our two Grade 6 Outdoor Demonstrators who support the practical elements of our main programmes.

Table 2: Employability activities
Table 2: Employability activities

Whilst it is early days, we have only been running the system since September, already we have seen increased student engagement in them asking for tutorials rather than being dragged to them!  Of course, it’s not all been plain sailing, some students refuse to engage, but as we all know HE is a two-way street, those that do attend will hopefully enhance their degree and job prospects, those that do not …

The other issue we have is that tutorials remain blocked for entry onto the timetable.  We believe this is a major issue that needs to be addressed, for if it’s on the timetable, students feel more obliged to attend as it looks more formal. Or am I very old fashioned? I’ll let you know next year.

If you want to see the entire set of documents please get in contact with Lois at

CASE STUDY SERIES: Kath Norris, Principal Lecturer in Education

Posted on Updated on

ioe-logoTransition to Employment Documentation for Primary Teacher Trainees on PebblePad


What was the problem/challenge you were trying to address?

At the end of their QTS (Qualified Teacher Status) courses all Initial Teacher Education (ITE) trainees must record their areas of strength and areas they need to develop in their first year of employment using a document called the CEDP (Career Entry and Development Profile). Their targets must be linked to the Teachers’ Standards and be made available to the school at which they gain employment. The secondary trainees already use PebblePad to track their progress throughout the course ending with the completion of a CEDP. Primary courses however don’t use PebblePad and with several hundred primary trainees on a range of different QTS courses at the University,  the recording and dissemination of their transition documents was very problematic. As part of the new Ofsted inspection framework for ITE trainees, targets are scrutinised by inspectors to assess their effectiveness for the individual trainees in their first teaching job and so it is imperative that these targets are quality assured by the UoC. In the past we have relied on the trainees themselves taking a paper copy of their CEDP to the school on their first visit.

What did you do/implement?

With the help of Sarah Ruston, the IoEs NQT (Newly Qualified Teacher) Coordinator designed an electronic CEDP to be completed via PebblePad. The CEDP records not only these targets,  but also provides a place to record the trainee’s place of employment, alumni contact information and it also includes a link to the Bristol on-line exit survey which all students need to complete. All the programme leaders and personal tutors were given access to their trainees’ completed CEDPs via a PebblePad workspace, allowing them to ensure the quality of their targets before they go out to Head Teachers in the employing schools. This is done during a tutorial after the trainees have completed their CEDP electronically. It proved to be a very useful source of evaluative data as 644 forms were captured in one place.

What advice would you give to others looking to implement something similar? (positives, negatives, lessons learnt)

This was a very straight forward process once the trainees had been enrolled, helped by the very useful simple guidance put together by Sarah for both staff and trainees. One of the issues was that we only wanted to send part of the CEDP to schools and this proved impossible as the form could not be easily split into sections so my advice would be to use a “book” format instead of a “form” format so that information can be extracted as required. Next year we will design the form differently.

Have you adapted/changed anything subsequently?

The new CEDP for 2016/17 will allow for the strengths and targets section to be extracted and emailed to schools.

What is the evidence on the impact on students/your processes?

Students preferred to complete their CEDPs electronically and appreciated that all their “course exit tasks” ie completing the CEDP, the destination information and the exit survey were in one place. Feedback from tutors was also positive as they thought the process was straight forward and valued the immediate access to the CEDPs via the PebblePad workspace, to allow for the timely beginning of the QA process. It has also meant that we have a complete set of documentation captured electronically eliminating the risk of losing forms. The Alumni office has been given access to the destination data and values the ability to transfer employment data into Raisers Edge electronically. This also facilitates our ability to send on-line surveys to employing Head Teachers.

We now have access to a lot of valuable data which PebblePad can assimilate for us. It can group together the answers given by respondents of the forms, which give us really useful information such as who has filled in the form, which programme they are on and have they found a teaching job, if so, where and what key stage will be taught.

Here are some examples of the types of information that can be extracted:

Responses broken down into Programmes


Employment Secured? Yes/No


If employed in school, which Key Stage will you teach?



What do you plan to do next? 

As mentioned above this process will continue for 2016/17 and the relevant information will be sent to schools electronically in the summer of 2017. It is important that the trainees record the URNs of their employing schools to distinguish between schools of the same name so this will be emphasised to trainees and facilitated by a link on the form to the web-site containing all the URNs of the schools in the country.