Saturday, 6 July 2024

Voice

I realise how powerful having a voice is when using it, verbal and non-verbal, and it being heard.  However, from a young age I have seemed to struggle with using my voice verbally to express my views, opinions and even myself, but I often leaned into more the quiet and reserved.  I might want to speak but often it is often about how to articulate it, which links to my reflectiveintrovert and 'slow learner' qualities - though it doesn't help not having an extensive vocabulary either.  But there are also other reasons that affect this, such as whom I am with and how comfortable I am around them, trust, the number of people, location, the topic being discussed, lack of thinking on your feet skill and when and where I am actually able and sometimes enabled to contribute.  However, this contrasts with my nature when I speak openly and honestly like my blog writing.  So I do use my voice, but I guess it's more in synchronous verbal moments I need to work on.

On 6 January 2024 I had my chakras aligned and cleansed by my friend Lorna Taylor.  Whilst I have been aware and interested in this holistic therapy for years, this was my first experience, as part of another therapy I had at the same time.  One of the chakra points is the throat.  Despite feeling a growing confidence in being vocal in the last few months.  The morning after I felt a difference in my voice and the days ahead, especially in being more open and vocal.  Like a new surge of energy.  I felt a strong presence of power, ownership and responsibility of my voice.  Which I have never had before.  A shift in being more vocal, verbalising my thoughts and views, even if saying I am uncomfortable with something and steering away from people pleasing-type comments, and to some extent actions; the power of saying no to opportunities and challenges (battles).  There is a significant change here.  So at this point I knew my throat chakra had been cleansed and it worked.  A strange but fulfilling feeling.  However, this also follows the commitment and responsibility I made of my voice from my shamanic experience in 'Hold the man'.  Though a lot of this could be argued that I am now becoming more mature and adult and knowing how to use my voice better, as well as developing my leadership language in my full-time work.  I guess it comes with age as they say.  Perhaps it's a mixture of maturity and level of confidence I have grown into.  And maybe the hidden trauma of being talked over, undermined and people speaking for me without permission.  But I do feel more vocal, and more willing to be vocal on my opinions, views and issues where I haven't done so before.  I've even started to make my body language even more deliberate and visible, which I feel was open and accessible anyway, but now more noticeable.

But the challenge now is to manage and control it, not letting the emotion take over the way I deliver my voice and that might be interpreted as rude.  Not defaulting to 'I'm old enough to say what I want and how I want', a bit like our elders ha.  However I am conscious of not wanting to appear arrogant.  I want to remain true and authentic to me and that adheres to my values.  But that depends on the topic and audience that I am with!  I could draw some loose inspiration from John Farnham's song 'You're The Voice'; "You're the voice, try and understand it.  Make a noise and make it clear."

I have become aware recently I need to channel my organic vulnerability, as some blog posts may convey a slightly different picture of me, which I wouldn't want to confuse people of my character.  When really I am being brave in parking my modesty/self-deprecation and championing myself.  Which is very rare for me to do and is often uncomfortable to express to people, but I will find it more comfortable to write it than say it verbally.  Professionally, this may be interpreted that I'm seeking importance, when I'm not, more so ensuring value.  I suffer deeply from imposter syndrome (truly, not as a modesty guard - I made a edit at the bottom on this) and by my biography; "All of this provides reasons of why I work and present myself in this way via my blog site, that derive from my poor educational and geographical beginnings/upbringings.  With a dash of workplace adversity.  However, I need to be very mindful of my tone, honesty (freedom of speech) and being weary of not becoming a victim archetype.  As an advocate of lifelong learning, this is yet another critical moment of learning.  I repeat, my blog is my own space about me, for me and to reflect, record and develop my personal development, thinking, articulation and promote my memory ('Slow learner?', 'Why openness is good', 'How to create an authentic blog', 'Pragmatism, criticality and d**ks', '10 years of blogging').  What I write I would say in-person and most likely in the same way.  I'm very open and honest, and as I've said some where before I'd rather be held up for my honesty than lying.  Yes some of my writing is framed, but the majority is not - just my open introspective and reflective style - my audience is me to for me to process my thoughts.  So it will of course sound self-indulging, which of course it is but for my own use and articulation as identified in my purpose to the left.

I am thankful of these situations that enable me to reflect and develop.  Though it does bring back the feelings I had in 'Pragmatism, criticality and d**ks'.  Revisiting my first blog post where I said "Because my full-time role is a learning technologist, you would think it's given that I have a blog and many other technologies to use and promote for myself.  But I am different, I don't and won't write in a egotistic way and be consumed by commercialism like other educators.  My posts are all positive, not negative. I am simply expressing and sharing my thoughts and journey with you (and hoping I am not alone in this lovely challenging career), and my reflective self.  I aim to express. Not to impress."  Reflecting on this and bearing in mind I have grown and developed exponentially since then, and I changed the focus to write for me not others.  It reminds me of my original intention of my writing, to express not impress.  And I can see a fair bit of my writing has become very matter of fact, which is a bit of personality, however I guess this is a side effect of working in higher education and obtaining accreditations.  Always looking for evidence of impact and perhaps I have let that professional aspect consume my focus slightly as of late.  So this is a hard reminder to take myself back to my glory days of my earlier writing.

EDIT.  Relating to my imposter syndrome.  While on the outside it looks like I'm doing lots of great things, and I talk strongly about them via my blogging.  On the inside there is presence of intrinsic struggles of self-belief.  And in general it is not often I talk good things about myself, I'm very modest.  I'm typically overlooked, educationally written-off and underestimated.  I resonate with the early days of the character Penelope Featherington in Bridgeton.  A moment of realisation came when in my appraisal on 15 July 2024 with my Head (line manager) when discussing an incoming IT system.  I talked about my views of the implementation rollout, communication and change management.  And somewhere in her response she said I am "very experienced" in this.  I was taken aback as I have never used this word to describe myself (possibly in application forms?!).  And boom, I realised that yes, well I am actually.  I do know my stuff and ways, despite any criticism from others.  It's just unfortunate that I had to hear it from someone else rather than listening to myself.  In September 2024, an external colleague also stated that a head position would be next role.  So my strategic work and ways must be recognisable outside the university.

EDIT:  May 2026.  I asked GenAI if I am judgemental in my writing.  It responded with:

"Based on the tone and content of the blog, I would not describe Daniel Scott-Purdy as someone who is judgmental of everything. In fact, the dominant tone across the blog is usually the opposite: reflective, exploratory, self-questioning, and empathetic.

That said, he does hold strong opinions and values in certain areas, especially around:

  • education and pedagogy,
  • inclusion,
  • authenticity,
  • meaningful use of technology,
  • institutional culture,
  • spirituality/community,
  • environmental and social awareness.


But the way he expresses those views is generally thoughtful rather than harsh or condemnatory.

Here’s a more nuanced breakdown.

What His Tone Is Actually Like

More Reflective Than Judgmental

A recurring pattern in his writing is:

  • “This is how I’m experiencing this…”
  • “This is what I’m learning…”
  • “This is something I’m wrestling with…”

rather than:

  • “Everyone else is wrong.”
  • “People are stupid.”
  • “This is the only correct way.”

He often turns critique inward first — examining his own assumptions, insecurities, growth, and contradictions.

For example:

  • in posts about learning technology, he critiques unthinking technology adoption, but doesn’t attack individuals;
  • in spiritual posts, he openly admits uncertainty and beginner status;
  • in personal reflections, he frequently acknowledges vulnerability or complexity.

That self-awareness softens his criticism.

Areas Where He Does Sound Critical

There are definitely themes where he becomes more evaluative or skeptical.

1. Institutional / Bureaucratic Culture

He sometimes expresses frustration with:

  • institutional rigidity,
  • performative practices,
  • excessive digitalisation,
  • systems that disconnect people from meaning.

This can come across as critical of modern institutional life.

But it’s usually framed as:

  • “This system feels limiting/dehumanising”


rather than:

  • “People within it are bad.”

2. Technology Without Purpose

He clearly dislikes:

  • technology used for appearances,
  • shallow innovation,
  • digital practices with no pedagogical value.

He repeatedly advocates “purposeful technology.”

So yes — he judges ideas and approaches he sees as empty or harmful.

But he’s usually arguing for better thinking, not mocking people.

3. Mainstream Culture / Disconnection From Nature

In his more spiritual writing, there’s an implied critique of:

  • hyper-digital living,
  • consumerism,
  • disconnection from nature/community,
  • lack of ritual/meaning in modern life.

However, this is more philosophical longing than superiority.

He seems to be saying:

  • “Something important is missing”

not:

  • “Everyone else is unenlightened.”

What Prevents Him From Feeling Harshly Judgmental

Several qualities in the blog counterbalance criticism:


Humility

He repeatedly:

  • calls himself a learner,
  • admits uncertainty,
  • reflects on mistakes,
  • avoids claiming expertise in spirituality.

That makes him come across as searching rather than preaching.

Empathy & Inclusion

He writes thoughtfully about:


  • accessibility,
  • diverse learners,
  • identity,
  • belonging,
  • emotional wellbeing.

People who are highly judgmental usually lack nuance around difference; he generally shows the opposite.

Curiosity

Even when he critiques something, he tends to explore it rather than dismiss it outright.

He asks:

  • Why are we doing this?
  • What does this mean?
  • How could this be better?

That’s analytical rather than purely judgmental.

Where Some Readers Might Perceive Judgment

Certain readers may still experience parts of the blog as judgmental because:

  • he is introspective and emotionally intense;
  • he has strong values;
  • he critiques systems and culture;
  • he favors authenticity over superficiality;
  • he can sound disappointed with modern life.

If someone strongly identifies with corporate/institutional culture, highly rationalist perspectives, or mainstream digital culture, they might feel implicitly critiqued by his writing.

But that’s different from him being indiscriminately judgmental of everything.

Overall Assessment


A fair summary would be:

He seems values-driven and critical of things he experiences as shallow, harmful, or disconnected — but he is generally reflective rather than condemning.

Or even more simply:

He appears more self-examining than judgmental.

His writing suggests someone trying to understand himself and the world, not someone primarily trying to attack others.
"

Sunday, 30 June 2024

Finding my joys

Now I have the full-time role and career is at a comfortable and stable place, I am now able to give focus and divide my time to other priorities of my life that are not just full-time work-related.  Something I previously and deeply shared at the bottom of a blog post back in November 2021 - it's took a while but I am now at that place.  Further reinforced by what I said in my blog post 'Triggered values' and 'What working class means to me':



I am now pondering what actually brings me joy.  As I feel sometimes don't know what that means to me anymore.  Things that just make me happy and blissful.  I have a professional purpose, but when that's over I find myself a bit lost.  I don't seem to have much personal purpose - which I know I do but full-time work consumes me.  However I've always struggled with a hobby or the ability to commit to one.  As I feel it needs to have meaning and long-term use - has to be related to a career or earning money, or having the feeling that I have to lead (just because I can/people please, might be no real need) which ends up making it a work-like endeavour.  It doesn't and shouldn't have to be about   The sense of commitment feels like it may add additional pressure (I must do...) when I want to feel more free and spontaneous.  But that could be a negative view from me.  I usually am self motivated, especially throughout my career but when it comes to things outside my comfort zone like practical creativity things.  I need to be with other like minded interested people to work and share experience with, and be led my someone, for motivation.  There's lots out there to Do It Yourself but again self motivated and can do with a break from leading myself.  I like having plans and going out to see people.  But on most Saturdays I spend most of the day working out what I want to do with my day or doing nothing - which is equally great as I feel I take a lot longer to decompress from a busy week and work mindset.  Which is why a four day week might be beneficial.  The weekends are usually over very quickly.  I wondered when I'd get these feelings as I have lots of good experiences and achievements.  But sometimes I feel somewhat depressed.

I think a lot of this anxiety is a result of me stepping back from extra work stuff (beyond my full-time job), that I mentioned way back here, and now that space is becoming more available.  I am feeling a bit like a fish out of water.  Most of my life I have been career and professional development driven.  Now that focus has changed and now going back into a state of self-discovery and playfulness in a sense.  Doings for me not to excel my career, but I have conflict over the balance of that as I want both.  My career has been a goal and passion which is deep rooted in my being.  So reducing this will take time and come with the anxiety and withdrawals.  I often have to say to myself this is best day ever, last day that I'm alive, a gift to be alive here today, bringing myself to the now etc to jolt myself into a state of energetic appreciation and motivation.  There is a consideration for burnout and digital overload that might make me feel like this too.

So in an effort to rediscover some basic joys in my life, and do more for me, inspired by a external colleague Sarah Copeland's 50 by 50 structure in PebblePad.  I wanted to start thinking about some goals and challenges myself in general.  But could see them as early development for my own 50 by 50 by way of stimulating personal hobbies which I have listed below - which is an active developing list.  As a grounding starter, I have come to realisation that I don't need a lot to make me happy (I don't live beyond my means anyway).  My cats, garden, friends and family, all regular stuff.  All small things, which is good I think.  As I often ponder if my happiness should be bigger, if that at all makes sense.

Wellbeing and health

  • Continue my local ad hoc 5k runs
  • Develop a daily/weekly routine for Movement Medicine and yoga

Family and friends

  • Train or coach journey with mum/dad somewhere

Culture

  • A focus on more wilderness travels than cities and towns.

Passions

  • Animal related - volunteer at a cats protection/adoption
  • Garden related - visit national gardens
  • Natural history:
    • I really liked taking the photos of squirrels and birds today.  Maybe revisiting my Neighbourhood Nature course material and recording sightings on iSpot again

Ambitions/challenges

  • Sunrise and stargazing on a mountain in Peak District
  • Wild swimming, day and night
  • Tough mudder and support a charity
  • Off-roading
  • Long bike ride

Friday, 7 June 2024

PebblePad university-wide implementation

As mentioned at the end of Achieving SFHEA and SCMALT, I am now very much in the refinement stage of developing my Principal Fellowship material (EDIT:  In April 2026 I concluded the ambition).  With the aim of submitting for February 2025.  I've a lot of strategic examples to use, which was a challenge to narrow these down.  In that process I had realised I have never documented my strategic work on implementing the university-wide application of PebblePad.  However, as I have already selected my three examples for my case studies, I thought I'd write the draft piece below to recall my role and contribution in this and publish here along with my previous PebblePad work.  Therefore this will remain an outtake, unless I change my view and use it as a base should I want to replace one of my current case studies.

Case study: Supporting the strategic implementation of PebblePad for university-wide application

Upon starting my Digital Practice Adviser role in October 2017 and throughout 2018, I was immediately involved in supporting  a one-year university-wide pilot to full scale implementation of PebblePad, an ePortfolio platform.  To develop and support the strategic response, of the remit to explore a new digital technology that would enable wider opportunities to support formative, summative and synoptic assessment as well as Continuing Professional Development and Degree Apprenticeships.

I co-led the institutional implementation of PebblePad and staff pedagogical support (Scott, 2020b) and contributed to generating feedback and to support the justification of purchasing a new technological system, and creating and embedding of an appropriate support infrastructure.  With the overall aim to ensure that the system is understood, used effectively with staff and students for the intended purpose and has ongoing effective pedagogical and technical support.  Agreed at a senior level, this involved working with identified pilot academic staff groups such as Nottingham Business School (NBS) and Art and Design.  I later conducted stakeholder analysis of current/previous and super PebblePad users, to bring people together to share practice as part of a steering group.  It was at this point I earned membership to the PebblePad Operations Group that consisted of membership of business owner colleagues (Library) and product owner (Digital Technologies).  I went onto reviewing, commenting recommendations and collaborating on key documentation such as '18-19 Service Overview', 'Benefits for Academic Staff ', 'PebblePad Communication Plan' identifying key stakeholders, main areas to be communicated using Responsible, Accountable, Consulted, Informed (RACI) analysis, methods of communication and responsibilities for communication tasks, and enquiries workflows.  I made significant contributions to how PebblePad would support summative assessment, and was acknowledged as an author to the 'Summative Assessment Guidelines using PebblePad (July 2018)'.  Later continuing my consultation and input on the 'Business Continuity Plan December 2019', and I went on to writing and publishing the 'PebblePad Operational Plan 2019-20', a 4-page strategy led by me detailing aims, mission, factors for success, strategy for accomplishing each success factor and actions.  Later transferred into the IHAP Digital Learning Strategy.  Providing further vision and direction on the utility of PebblePad from my own knowledge and insights.  As with H5P, I remain a key advisor of our PebblePad business account through my long-term advocacy of the system.

Product Manager - "...Dan having good expert knowledge of PebblePad..."

The Library are the business owner, and I facilitated the agreement for them to handle technical issues and provide student support.  I predominantly led on the design of staff pedagogical support utilising evidence-based frameworks such as 'Introducing PebblePad to students with the 5 Stage Model - December 2017' and 'Pedagogical support for PebblePad: a map of learning and teaching approaches in using PebblePad - April 2019' (Scott, 2019c).  Both used and well-evaluated by academic staff.  I was later asked to do an ad hoc presentation on both of these at the PebblePad Super User Academy in May 2019 (Scott, 2019d).


I co-designed and co-delivered a range of introductory and advanced PebblePad workshops on the system, learning design, assessment and CPD, including a self-service central pedagogical and technical guidance repository learning room.  I also co-designed and co-delivered a bespoke workshop for the East Midlands Ambulance Service partnership in August 2018.  Later offering a PebblePad breakfast 28th March 2019 with my colleague, a librarian and a technician.  A main output from the activity was to collate ideas and good practice and to help us inform future staff development opportunities, the direction and structure these could take.  There were four tables with four individual themes, each facilitated by one of us.

Throughout this process, I co-built and co-facilitated the NTU PebblePad user community.  This was supported by a community of practice through the online group Microsoft Yammer that I created.  Later evolving to a Teams group in 2021.  A TILT group was also formed as a way to share practice and inform future initiatives and direction.  Around the pandemic time this fell quiet, however in 2022 I initiated discussions to reboot this.  To be recognised and invited to chair it via a previous chair and Learning and Teaching Manager, and the Product Owner in Digital Technologies.  However, I had to decline due to committing to my own TILT group previously mentioned [TILT® Virtual Reality and Immersive Learning practice and scholarship group].

By April 2018, through dissemination of pilot information I collected through questionnaires and discussions, it was clear that PebblePad was the preferred tool to support NTU’s innovative learning and teaching ambitions and it was announced that NTU would move from pilot to service.  From September 2018 onwards, PebblePad has been rolled out institution-wide, offering a self-service option for all NTU staff and students to access via the Virtual Learning Environment.

On the 12th December 2018, I co-delivered the following webinar for the Association for Learning Technology Winter Conference 2018 ; ‘PebblePad - pedagogy, positives and pitfalls: A DIY approach to creating Workbooks’ (Scott, 2018).  I shared our strategic vision and journey and included an overview of three case studies focusing on NTU colleagues who created three very different PebblePad Workbooks for their students.  I explained what worked well, what didn’t and what could be improved as a result of positive experimentation.

Overall, I made a strong strategic contribution and influence to ensuring effective system integration and developing appropriate pedagogical, technical and community infrastructure and support.  To support and enhance the experience of ePortfolio-using students. PebblePad was implemented to support and improve the student experience.  I have remained a key practitioner, stakeholder and advisor of PebblePad, up to my present role.  Therefore, adhering and fulfilling strategic objectives.

Adrian Clark, Learning and Teaching Librarian – "I had the pleasure of working with Dan Scott for several years at Nottingham Trent University.  Dan and I principally worked together on the implementation and roll out of an eportfolio solution that the university procured to support degree apprenticeships.  Dan is a natural collaborator and worked with me on a staff training program.  Dan’s initiative and sensitivity to the needs of the teaching community was evident in his setting up and curation of a staff training and communication channel: designing and delivering bespoke training to faculty both online and in person, as well as being instrumental in a launch and feedback event for the eportfolio system.  Throughout, Dan was not only an incredible colleague to work with but a consummate professional.

Teaching colleagues at NTU mentioned how informative and insightful they found the sessions.  In terms of Dan’s contribution, many attendees cited how he made the new system feel like something that was already a part of what they do rather than another thing they had to think about.  In terms of uptake we saw up to 500 new accounts created in the platform with little impact on support.  Dan went in to consult with various academic departments around the specific e-pedagogies related to their curricula, and Dan played a crucial role in not only the delivery of apprenticeships at NTU; but, digital transformation as a whole."

Principal Lecturer, Nottingham Business School – "…I just wanted to drop you a line to say that – about three years late – I have watched the video performances that you and [Learning and Teaching Librarian] did on The Idiots’ Guide To PebblePad.  They certainly benefited this idiot and I wished I had looked at them when you first did them.

It has made my job of setting up this year's PebblePads so much easier..."

Following my promotion to the role of Digital Curriculum Support and Developer in IHAP (2021), I took initiative and created a IHAP Region to own and better manage and support our specific digital curriculum.  Supported through the creation of a digital curriculum design and quality assurance process (Scott, 2022b) for PebblePad workbook design and design of VLE online learning materials in the VLE.  That promotes effective digital, academic and learning design practices.  The comment below reflects my strategic approach of this.

Senior Lecturer, Student Nursing Associates Course Lead - "The use of PebblePad and support offered at the institute (IHAP) is more advanced than what is obtainable in contemporary institutions."

Senior Lecturer, Continuous Professional Development Course Lead - "Delivering the student inductions together with the digital curriculum team works very well in supporting students on the CPD course."

Learning Disabilities Nurse Apprentice - "I have to say you’ve got a glowing reputation amongst my nursing colleagues for your prompt attention to our issues and the positive way you resolve them.  We can’t believe somebody working with PP could be this happy!!"

At the end of 2020 my colleague who co-supported PebblePad left.  I invited my then team to support PebblePad with me.  I didn't receive any uptake which was disappointing as this is important to the success of the system and is at least a two-person job to adequately cover.  Further to this, changing priorities in Organisational Development were evolving to a traditional Learning and Development department.  Therefore it was decided to discontinue our support for PebblePad and pushed back to the Library as the business owner  I progressed on from my central role in August 2021 and into my current department.

It became clear that PebblePad had no central staff support other than the self-service central learning room, and limited one to one support from a key Learning and Teaching librarian.  Therefore, staff development, pedagogical support and community building has not been maintained.  This notable absence has negatively impacted on the system's organisational maturity implementation and the start of a critical decline in staff support and eventually contributed to downscale the system.  At present, this is still the case resulting in little or no staff support infrastructure - a fragmented experience to say the least, however it highlights the significance of my role and contribution in the implementation and shows that this is still required.  I know this to be true from our Operational Group discussions and I am still identified as a key advisor and receive occasional emails from staff across the university asking for support.  In Summer 2021 I agreed to collaborate with a key Learning and Teaching librarian to co-deliver two recorded sessions on introducing PebblePad and ATLAS.  And to further collaborate on the contextualisation PebblePad resources to be less generic.

I remain a member of the PebblePad Operations Group and a key advisor and stakeholder on decisions related to the success and licence maintenance of the system, as well as contributing objectives to the overall roadmap led by the Product Manager.  I also find that I often nudge to have account meetings to align with PebblePad system updates and upgrades, and inviting other key stakeholders.  To help mitigate exceeding our license users, which I suggested, circa 2022/2023 that PebblePad now needs to become curriculum specialist, and not widely accessible to all, and wider considerations of the systems maturity in the university.  Eventually this led to a PebblePad renewal review, which was initially due to commence in 2022, but started to gain momentum in January 2023 when I was contacted by a Digital Academic Practice Trainer for context of what we use PebblePad for and what we need from it to be an effective tool in supporting our curriculum.  However, it stalled, perhaps due to the imminent implementation of the apprenticeship end-to-end system Aptem that is used to capture all apprenticeship completion data.  The PebblePad renewal review gained traction in early 2024, perhaps with a hidden objective to replace it with Aptem.  Which would be a huge risk to our student experience and regional NHS placement partnerships we have, alongside other regional universities that consistently use PebblePad.  To support this work, in October 2024, I was contacted by a Digital Technologies Business Analyst for two meetings 1) provide an introductory overview session of the system or how it works and its uses. 2) me and my Head to discuss our department uses and requirements to help build understanding of the School’s perspective.  Aptem does not currently have the functionality to serve our non-apprenticeship curriculum requirements for external assessors to very students proficiencies and timesheets.  Aptem also brings more workload for academics than it does for PebblePad, which the apprenticeship team have acknowledged.  The PebblePad review concluded in February 2025 and was published ‘Investigation - PebblePad Review’.  Findings and the figures demonstrate below how PebblePad is integral to IHAP curriculum delivery, 1,700+ PebblePad-using students and highlight our curriculum as an area of growth in its use, as well as being the second biggest student-user of PebblePad across NTU.


PebblePad was therefore confirmed to be supported by a three-year renewal, making it stable university-wide.  Achieved through my membership of the Operations Group, I advocated and sustained PebblePad and represent IHAP’s curriculum needs.  I contributed strongly by championing our department curriculum-specific application and high risks if it was to be removed.  The Flexible Learning Team within Centre for Academic Development and Quality have declared interest in business ownership from the Library.  After previously declining as they feel it is now apparently in a better state, but has yet to be confirmed.  It is of upmost importance for stakeholders like myself to maintain integrity of PebblePad to ensure positive and successful student and partner experience.

In April 2025, I reached out to the TILT PebblePad group chair to ask of it's status and if it would convene.  As it had gone quiet pre to the above changes.  The chair is awaiting a response on the matter.  In June 2025, I recommended to the Product Owner that as support is covered in the PebblePad curriculum specialist areas.  Business ownership is key to testing and evaluating system updates for potential risks and impacts to users before they are released to everyone.  Which can be achieved through the regrouping of the Operations Group, which again I pressed for in September 2025.  It resulted in an Operations and maintenance meeting later that month, to discuss PebblePad matters and why recent upgrades have not been rolled out.  Most importantly, I agreed with the PebblePad Head of Customer Success Management EMEA to collaborate on a customer success plan for IHAP, that I will discuss with my Head of Department, that will be reviewed each year up until the current contract expires.  As of October 2025, this is in development.  This secures our curriculum-specific requirements in this period.  Identifies early warning triggers and issues.  And if a worse case scenario comes then as a department we have enough time to develop and source new solutions.  Our Digital Curriculum Team went onto being key stakeholders in testing new beta functionality; upgraded progress tracker and AI Workbook creator.  I also contributed knowledge on rolling out the new version of ATLAS, and advising on lecturer change impact on the new NOW content experience that rolled out at a similar time.  Evidencing how I've been sustaining the implementation to this stage and facilitating key stakeholders.  PebblePad ownership is being considered amongst the curriculum specialist group.

Reference List

Scott, D (2018) PebblePad - pedagogy, positives and pitfalls: A DIY approach to creating Workbooks [Online]. Available from: https://danielscott86.blogspot.com/2018/12/pebblepad-pedagogy-positives-and-pitfalls.html [Accessed 18 February 2024].

Scott, D (2019c) A quartette of PebblePad conceptual developments [Online]. Available from: https://danielscott86.blogspot.com/2019/05/a-quartette-of-pebblepad-conceptual-developments.html [Accessed 18 February 2024].

Scott, D (2019d) PebblePad Super User Academy May 2019 [Online]. Available from: https://danielscott86.blogspot.com/2019/05/pebblepad-super-user-academy-may-2019.html [Accessed 18 February 2024].

Scott, D (2020) PebblePad Review [Online]. Available from: https://danielscott86.blogspot.com/2020/06/pebblepad-review.html [Accessed 18 February 2024].

Scott, D (2022a) Digital curriculum - engaging colleagues in the process [Online]. Available from: https://danielscott86.blogspot.com/2022/08/digital-curriculum-engaging-colleagues-in-the-process.html [Accessed 18 February 2024].