More than an ePortfolio: Adopting PebblePad as a learning management tool to structure curriculum delivery, track competency achievement and build a graduate entry showcase

Introduction: In 2013 PebblePad was introduced to our occupational therapy program after it was adopted as a university‐wide ePortfolio platform. Although only seeking a replacement for an existing paper‐based portfolio system, it became apparent that in addition to it being an ePortfolio tool, PebblePad could be used to structure curriculum delivery and map the Australian Minimum Competency Standards for New Graduate Occupational Therapists (ACSOT guidelines). Objectives: This presentation will describe the project's journey and explore the key research findings. Future directions will also be discussed. Methods: An iterative approach was taken throughout the project, from embedding PebblePad across the curriculum and building student and staff skills in using the tool, to mapping the ACSOT guidelines and creating graduate entry ePortfolios. A survey of students’ perceptions of ePortfolios was implemented at two points; on entry to the program and near completion of the degree. Focus groups were also conducted with students and staff. Ethics approval was granted. Results: In 2016 the goal of adopting PebblePad as a learning management tool to structure curriculum delivery, track competency achievement and build a graduate entry showcase was accomplished. The project's success has been attributed to the project team's leadership and vision, management support, team buy‐in, grant support, “just in time” technical assistance, and improvement of the PebblePad user‐interface. Conclusion: A strategic approach is required to realise the full potential of PebblePad as a learning management tool that can be used to structure curriculum delivery, track competency achievement and build a graduate ePortfolio.