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Pebblepad about me examples for dating

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Very easy to use and it does what it says on the tin! The project has allowed a transformative approach to assessment at scale but also increased quality of student skills. On the 29th November, the Park Plaza Westminster Bridge Hotel in London hosted an event to celebrate the very best in learning technologies across the world. I was lucky enough to be there, sat alongside Andy Kirke from Sheffield Hallam University in an strong audience eagerly awaiting the results.

We both had a vested interest in the outcome after our joint 'Innovation in Paramedic Training' award submission had been shortlisted in the Best learning technologies project - UK public and non-profit sector category. This year's event was Pebblepad about me examples for dating biggest to date with award entries Pebblepad about me examples for dating across the globe and some 30 different countries taking part. To have been shortlisted was an achievement in itself, but to have lifted the bronze award is a fantastic result and testament to the terrific work at Sheffield Hallam University and a technology we're really rather fond of - PebblePad.

Below you'll Pebblepad about me examples for dating an overview of the award submission, which outlines the challenge, the solution and the benefits of the transformative approach.

Sheffield Hallam University needed to find an effective way to transition away from traditional clinical assessment for its first and Pebblepad about me examples for dating year undergraduate paramedic trainees. One of the key requirements was a need to support assessment at scale whilst maintaining quality standards.

The team turned to PebblePad's Personal Learning Space and Pebblepad about me examples for dating platform for a solution in the form of a structured online workbook that would allow trainees to upload video evidence of their capabilities and reflect upon their own performance, prior to submitting for formal assessment. The project results have exceeded expectations and the new model has Pebblepad about me examples for dating only resulted in the team Pebblepad about me examples for dating its goal of developing a scalable assessment model, but also reduced costs and motivated the trainees to prepare better for their assessments.

The initial clinical capabilities of trainee paramedics on university undergraduate course are assessed via simulation activities, where the trainees carry out medical procedures, typically using manikins, whilst being observed by a qualified examiner. The examiners observing and assessing the performance of trainees may be members of the course delivery team, associate lectures or medical practitioners.

With four groups each with 70 trainees, undertaking multiple OSCEs and only five staff Pebblepad about me examples for dating to manage the assessment, course leaders faced a challenge in locating enough examiners for these live activities. Coupled with numbers increasing year on year, the live observation Pebblepad about me examples for dating was becoming unsustainable. Due to the pressure Pebblepad about me examples for Pebblepad about me examples for dating assessor availability, trainees were required Pebblepad about me examples for dating complete several OSCEs one after the other in a simulation suite.

There was little Pebblepad about me examples for dating no Pebblepad about me examples for dating for the individuals to reflect upon their performance of any individual action or learn from the experience, resulting in missed learning opportunities for trainees.

It was also evident that having individual trainees watched closely in a high stakes observation led to some experiencing exam stress.

This inevitably resulted in some Pebblepad about me examples for dating not performing at their best. In the initial rollout, the trainees were required to upload three videos for each OSCE — the first being reviewed and reflected upon by the student, the second reviewed by a peer and the third being reviewed by an assessor.

This helped ensure the final submitted video met the assessment requirements. The course leaders of the BSc Paramedic Science course evaluated the level one and level two OSCEs, carried out in the first two years of the course, and concluded that these did not need to be observed live in person. Video evidence of the activity was appropriate for these initial OSCEs. To manage the video submissions effectively the course team created a structured workbook in PebblePad for students to complete.

The workbook includes placeholders for students to add videos of each of their OSCEs and an area for them to reflect upon their own performance. The videos can also be peer reviewed within PebblePad, providing an opportunity for formative feedback for a first attempt at a skill before formal assessment by an appropriate staff member.

Students record video on their own mobile devices and upload it against the relevant competencies using the PebblePad app PebblePocket. This provides the additional benefit of compressing the video on upload.

In the initial rollout, trainees were required to upload three videos for each OSCE — the first being reviewed and reflected upon by the student, the second reviewed by a peer and the third being reviewed by an assessor. The three videos were created at different stages in the course to allow the trainees to practice their skills in light of their own reflections and the feedback of peers.

The OSCEs are performed in a simulation suite where Pebblepad about me examples for dating are set up for each specific examination task. To support trainee practice and combat variations in technique, exemplar videos of each skill, recorded by the project team, could be viewed by trainees to help them understand what is required of them for each of the assessments. An Pebblepad about me examples for dating deadline was set and trainees could book a time to use the simulation suite when they were ready to complete the OSCEs without requiring supervision.

After the deadline, assessors could review the submitted digital workbooks and provide feedback on each element. Any inexperienced assessors could seek the advice of those more familiar with the assessment process as they reviewed the video evidence. This was particularly helpful where submissions did not meet the required standard or were viewed as borderline. As the whole assessment process was documented, and iterations of trainee competency could be tracked, there was a significant reduction in the number of appeals against failed assessments.

Once trainees complete this part of the course, the resulting digital workbooks can be linked to a larger Pebblepad about me examples for dating course eportfolio which tracks their long-term assessment and progress toward professional status. This eportfolio can also be shared with practice-based educators to enable them to review Pebblepad about me examples for dating capabilities of Pebblepad about me examples for dating trainees as they begin to work in practice.

Assessors can seek remote clarification from other assessors, resulting in a more robust process. Using PebblePad has provided access to reporting and analytics, enabling staff to identify common errors and allowing for the modification of future teaching. The project has surpassed the expectations of the project team by not only providing a sustainable model for the future, but also enhancing the learning process for the trainees, improving their performance, and reducing the cost of the assessment process.

PebblePad is used extensively across a range of healthcare disciplines. If you'd like to learn more Pebblepad about me examples for dating how it is used, we've made a free health education resource pack available below.

It contains an eportfolio comparison checklist to help Pebblepad about me examples for dating compare PebblePad features and functionality against other eportfolio platforms, our Implementation Toolkit, based on our extensive experience and validated by advice published by Jisc to guide you through the steps required for implementation success, and a digital pack containing a range of health education case studies.

PebblePocket

Examples of PebblePad functionality have been included purely to illustrate the Pebblepad about me examples for dating outlined within this post - they do not represent the actual workbooks used by the team at Sheffield Hallam University. She really Pebblepad about me examples for dating seeing Pebblepad about me examples for dating wonderful things our users do with PebblePad. Feedback from the judging panel. Learning Technologies Awards On the 29th November, the Park Plaza Westminster Pebblepad about me examples for dating Hotel in London hosted an event to celebrate the very best in learning technologies across the world.

Exceeding expectations Sheffield Pebblepad about me examples for dating University needed to find an effective Pebblepad about me examples for dating to transition away from traditional clinical assessment for its first and second year undergraduate paramedic trainees. The challenge The Pebblepad about me examples for dating clinical capabilities of Pebblepad about me examples for dating paramedics on university undergraduate course are assessed via simulation activities, where the trainees carry out medical procedures, typically using manikins, whilst being Pebblepad about me examples for dating by a qualified examiner.

The solution The course leaders of the BSc Paramedic Science course evaluated the level one and level two OSCEs, carried out in the first two years Pebblepad about me examples for dating the course, and concluded that these did not need to be observed live in person. The benefits - the trainee perspective Most trainees found the whole experience significantly less stressful than the previous approach.

Most trainees spent significantly more time practising skills prior to submission. Student feedback showed that most trainees found the process technically Easy or Very easy. The video support provided trainees with a point of reference of the standard required, leading to a significantly reduced requirement for lecturer support.

There was a reduction in appeals against assessment decisions as trainees, especially those who have been referred on assessment. This reduction was attributable to their work being available to view in video — making the Pebblepad about me examples for dating behind the referral clear and transparent. The benefits - the staff perspective Staff have experienced significant time savings by not having to Pebblepad about me examples for dating present in time-consuming observations, which can take multiple days to complete.

Staff benefit from being able to mark assignments at their own convenience within a three week period. Assessors can seek clarification on a decision by requesting another lecturer to remotely view the attempt rather than making snap decisions, resulting in a more robust process. The benefits - the academic perspective Staff can now internally moderate all the referrals and a percentage of passes.

Sheffield Hallam University and PebblePad...

This has resulted in a reduction in the number of appeals from trainees. The recording and storage of the assessment spaces has improved governance. Engaging the trainees in self and peer assessment is preparing them for the future Practice-Based Educator role. In summary The project has surpassed the expectations of the project team by not only providing a sustainable model for the future, but also enhancing the learning process for the trainees, improving their performance, and Pebblepad about me examples for dating about me examples for dating the cost of the assessment process.

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