Throughout the implementation of PebblePad I have sought feedback from users. I used Google Forms (see example to the right) to collect feedback, as well as having regular discussions with all users at focus groups and training sessions. Feedback has guided the system's development, influencing the structure and design of the eportfolio assessment process.
Both nursing and midwifery students work in various practice areas away from their main base with members of multi-professional teams who provide feedback on the student’s work. The sharing of documents electronically with staff who do not have a PebblePad account has proved problematic, with students not always understanding the sharing process or their supervisors not following instructions to provide feedback. To improve this process, I have added a downloadable feedback template within the experience documentation, that can be printed, completed for feedback and uploaded back into PepplePad. I’m hopeful that this new process will increase the amount of feedback the students receive and I will monitor the success of the new approach.
Students, practice mentors and academic staff come to the system with varying levels of IT literacy and range from 18 year olds to mature students in their 50’s. It is a common misconception that exposure to technology such as Facebook means that students will instantly be able to grasp learning technology once they arrive at University. With this in mind I have developed lesson plans for all students to help their transition to the system and similarly, training sessions for practice mentors too. The training sessions are spread throughout the programme and are linked closely with the practice learning outcomes. The sessions are devised so that users are shown processes at relevant times building a gradual understanding of the system. To support the training I have also produced step by step guidance for mentors and students, detailing key processes. Feedback received has been important in informing how the training and support for users has developed, with regular updates now being provided.
I sometimes meet students, mentors and academic staff individually who require further help. I find that these sessions work well, with users more willing to ask questions when not in a group setting. I ensure that the users understand what is required of them and that they leave the session with sufficient confidence to use the system.
The regular dialogue with users has provided me with a good understanding of what they require and I liaise frequently with PebblePad developers to submit system requests for improvements. A popular request came from a survey of midwifery students for an auto-sum table feature on the complex midwifery diary page. I submitted this request and have been informed that it will be added to the system as part of the PebblePad development strategy. Working closely with our users has provided me with a rounded understanding of their needs allowing me to tailor guidance and the system accordingly.