OCC101 PebblePad workbook 2019
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A brief overview of how I designed my first years' digital workbook using PebblePad.
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OCC101 PebblePad workbook 2019
- 1. OCC101 Workbooks Structured and Personalised Anita Hamilton, Shontal Gray and Hayley Stephens
- 2. “I feel as the content could have been taught through modules or guided notes etc. Some weeks there was a lot of content to learn, and I feel as though I didn't need to focus on some of the information” (OCC101 eValu8, 2018) Photo by Michail Sapiton on Unsplash OCC101 eValu8 feedback
- 4. Competence (technology) We can all competently use PebblePad
- 5. How my first year students prefer to learn how to use PebblePad
- 6. Competence (curriculum) Instructions Consistent approach Weekly checklist Progress check
- 7. Relatedness Starting with a personal statement connects the student’s life journey with their learning and career journey ahead.
- 8. Relatedness "The act of reflecting and writing the [personal statement for the] ePortfolio, gave me greater insight into myself and what was behind my motivation in choosing Occupational Therapy” (First year student, OCC101, Sem 1, 2018) Relatedness
- 9. Relatedness (career) Online learning week ‘Connect’ with USC graduates See self as successful through their career success
- 10. Let’s hear from our current students Shontal Gray and Hayley Stephens
Notes de l'éditeur
- We are currently in the second year of a three-year development cycle for our Foundation Occupational Therapy Course “Concepts in Human Occupation”. In the first year I adopted a new Australian OT text and adapted the lectures and tutorials to align with the new focus.
- Any academic endeavour should be supported by a sound theoretical approach. Self-Determination Theory (SDT) (Ryan & Deci, 2000) outlines three psychological needs that facilitate intrinsic motivation; competence, relatedness, and autonomy (Ryan & Deci, 2000). I developed the curriculum to relate learning to the profession and built a workbook that offered structure (build competence through increased structure and decreased cognitive load) and offered autonomy by providing students with the opportunity to individualise their workbooks.
- Competence with using the technology Provide Support: Over the years using PebblePad, and through our focus group research with students and staff, we have found that students, and staff, needed to have ready access to support to troubleshoot technical issues. This helps maintain both educators’ and students’ confidence in the process and the product. The supports we developed included: 1. Customised videos specific to courses 2. In-class support and troubleshooting of technical difficulties.
- I ask the students how they prefer to learn so that I can provide optimal “just in time” support.
- Competence with the curriculum
- Students were shown how to create their first ‘Asset’ in PebblePad - a Personal Statement about their reasons for choosing occupational therapy. This was then submitted as their first assessment.