I completed my PhD through the Faculty of Creative Industries at Queensland University of Technology (QUT), Brisbane, Australia, with supervisors Associate Professor Ruth Bridgstock (Creative Industries) and Dr Shaun Nykvist (Education). I now work as a Senior Researcher at two universities - at Flinders University in the Northern Territory Medical Program, and the Office of Medical Education at the University of Queensland. My background is in educational design and academic development. I have extensive experience in these fields across many disciplines. My research interests include the development of creative learning and teaching in higher education, elearning, sharing and reuse of educational resources, and creative writing. Blog: http://robynphilip.com Twitter: @translocating Publications: QUT eprints (http://eprints.qut.edu.au/) & Academia.edu Orcid: https://orcid.org/0000-0001-6888-2327
My PhD was an exploration of the different ways that educators conceptualise and approach creativ... more My PhD was an exploration of the different ways that educators conceptualise and approach creative learning and teaching. The research revealed theoretical and practice-based insights, demonstrating that exemplary teachers adopt an ecological approach to designing for student creativity. This approach acknowledges and works with the complexity of the higher education environment and the dynamic relationships between students, peers and teachers. The inquiry confirmed the value of using learning design patterns to uncover hidden creative processes.
The implementation of systematic peer review as a professional development activity, and as a sup... more The implementation of systematic peer review as a professional development activity, and as a support for educational design activities is under-utilised in many Australian higher education institutions. This case study reports on the first stages of planning and implementation of an institution-wide project to enhance teaching and learning quality at a remote and regional university, where one of the major strategies for improvement is peer review. Through a systematic process of staff engagement in peer review, within and from outside the organisation, a substantial change in flexible learning is envisaged. A mix of new and different learning spaces are to be used in the project, including blended learning spaces for academic development. This paper describes the research framework that will guide the peer review process and examines the early findings of the design-based research. Leadership, awareness raising and development of a supportive community of inquiry are seen as key c...
International Conference on Computers in Education, 2004
Abstract: Many staff new to e-learning find the transformation from the traditional classroom to ... more Abstract: Many staff new to e-learning find the transformation from the traditional classroom to the online learning environment a professionally engaging but demanding process. Much of the complexity of the process arises because of the conceptual difficulty teachers have envisaging online learning activities. The Learning Activity Management System (LAMS) is a new authoring and delivery tool that can make the transition from face-to-face to blended and/or online teaching and learning easier. It has a visual authoring environment that makes the educational process readily observable and easily modifiable. This paper describes the features of the system and early results from current trials underway in Australia and the United Kingdom.
Background The COLIS project (see http://www. colis. mq. edu. au) demonstrates an open standards ... more Background The COLIS project (see http://www. colis. mq. edu. au) demonstrates an open standards approach to the integration of e-learning and information systems. The 'Demonstrator'environment created for the COLIS project incorporates a Learning Object ...
In an ever-changing and globalised world there is a need for higher education to adapt and evolve... more In an ever-changing and globalised world there is a need for higher education to adapt and evolve its models of learning and teaching. The old industrial model has lost traction, and new patterns of creative engagement are required. These new models potentially increase relevancy and better equip students for the future. Although creativity is recognised as an attribute that can contribute much to the development of these pedagogies, and creativity is valued by universities as a graduate capability, some educators understandably struggle to translate this vision into practice. This paper reports on selected survey findings from a mixed methods research project which aimed to shed light on how creativity can be designed for in higher education learning and teaching settings. A social constructivist epistemology underpinned the research and data was gathered using survey and case study methods. Descriptive statistical methods and informed grounded theory were employed for the analysis reported here. The findings confirm that creativity is valued for its contribution to the development of students’ academic work, employment opportunities and life in general; however, tensions arise between individual educator’s creative pedagogical goals and the provision of institutional support for implementation of those objectives. Designing for creativity becomes, paradoxically, a matter of navigating and limiting complexity and uncertainty, while simultaneously designing for those same states or qualities.
Research and Development in Higher Education: The Place of Learning and Teaching Volume 36 , Jul 2013
Australian universities now commonly list creativity amongst the generic attributes that graduate... more Australian universities now commonly list creativity amongst the generic attributes that graduates are expected to have achieved or demonstrated upon graduation. While this reflects emerging local and global trends to encourage creativity at every educational level, creativity as a generic capability has special difficulties. These include problems of definition, its perceived value, the gap between espoused beliefs and practice, and tensions between standards and accreditation agendas and the desire to embed creative outcomes in the curriculum. Contextual and disciplinary differences also shape the expression of creative teaching and teaching for creativity. This paper explores these issues, acknowledging the role of information and communications technologies in shaping the technology-enhanced learning spaces where creativity may emerge. Csikszentmihalyi’s model of creativity as a system of interactions is presented as a useful foundation for furthering the discourse in this domain, along with the notion of creative ecologies as spaces for effecting change.
Abstract The ALTC Exchange (formerly the Carrick Exchange), is a national repository and networki... more Abstract The ALTC Exchange (formerly the Carrick Exchange), is a national repository and networking service for Australian higher education. The Exchange was designed to provide access to a repository of shared learning and teaching resources, work spaces for team members engaged in collaborative projects, and communication and networking services. The Australian Learning and Teaching Council (ALTC) established the Exchange for those who teach, manage and lead learning and teaching in higher education.
Abstract As the notion of learning objects has grown in popularity, so too has interest in how th... more Abstract As the notion of learning objects has grown in popularity, so too has interest in how they should be stored to promote access and reusability. A key challenge to all repository projects is to understand the various motivations and needs to those wishing to contribute to and access the collection. To date there has been considerable attention given to technical issues of repositories, with much less consideration of how to attend to the needs of those who will use them. This chapter presents a needs analysis framework that was developed ...
Bennett, S, Parrish, D, Lefoe, G, O'Reilly, M, Keppell, MJ &... more Bennett, S, Parrish, D, Lefoe, G, O'Reilly, M, Keppell, MJ & Philip, R 2008,'A need analysis framework for digital repository design in higher education', in L Lockyer, S Bennett, S Agostiniho & B Harper (eds), Handbook of research on learning design and learning objects: issues, applications and technologies, Information Science Publishing, Hershey., pp. 607-628. ISBN: 9781599048611
Abstract The Australasian Society for Computers in Learning in Tertiary Education (ascilite) has ... more Abstract The Australasian Society for Computers in Learning in Tertiary Education (ascilite) has recently completed research to inform development of the ALTC Exchange, a new online service for learning and teaching in Australia. The research investigated resource identification and contribution, engagement with the repository and user community, and associated peer review and commentary processes. This article focuses on the data obtained and recommendations developed for engagement of potential end users. It ...
Abstract This document reports on the findings of three focus groups conducted with key practitio... more Abstract This document reports on the findings of three focus groups conducted with key practitioners from the Australian higher education sector for the ascilite sub-project of the Carrick Exchange development. It continues to explore emerging themes, issues and concerns, building on the findings of ascilite Report 1. The analysis is one of several data gathering methods implemented as part of the ascilite Stage 2 sub-project research.
Abstract This is the fifth report completed by ascilite for the Carrick Institute for Learning an... more Abstract This is the fifth report completed by ascilite for the Carrick Institute for Learning and Teaching in Higher Education to inform the development of the Carrick Exchange. It complements research findings discussed in four previous ascilite reports (Reports 1-4). Report 5 is a synthesis of particular international research and experience regarding the building of communities to support teaching and learning in higher education, and repository development and implementation.
My PhD was an exploration of the different ways that educators conceptualise and approach creativ... more My PhD was an exploration of the different ways that educators conceptualise and approach creative learning and teaching. The research revealed theoretical and practice-based insights, demonstrating that exemplary teachers adopt an ecological approach to designing for student creativity. This approach acknowledges and works with the complexity of the higher education environment and the dynamic relationships between students, peers and teachers. The inquiry confirmed the value of using learning design patterns to uncover hidden creative processes.
The implementation of systematic peer review as a professional development activity, and as a sup... more The implementation of systematic peer review as a professional development activity, and as a support for educational design activities is under-utilised in many Australian higher education institutions. This case study reports on the first stages of planning and implementation of an institution-wide project to enhance teaching and learning quality at a remote and regional university, where one of the major strategies for improvement is peer review. Through a systematic process of staff engagement in peer review, within and from outside the organisation, a substantial change in flexible learning is envisaged. A mix of new and different learning spaces are to be used in the project, including blended learning spaces for academic development. This paper describes the research framework that will guide the peer review process and examines the early findings of the design-based research. Leadership, awareness raising and development of a supportive community of inquiry are seen as key c...
International Conference on Computers in Education, 2004
Abstract: Many staff new to e-learning find the transformation from the traditional classroom to ... more Abstract: Many staff new to e-learning find the transformation from the traditional classroom to the online learning environment a professionally engaging but demanding process. Much of the complexity of the process arises because of the conceptual difficulty teachers have envisaging online learning activities. The Learning Activity Management System (LAMS) is a new authoring and delivery tool that can make the transition from face-to-face to blended and/or online teaching and learning easier. It has a visual authoring environment that makes the educational process readily observable and easily modifiable. This paper describes the features of the system and early results from current trials underway in Australia and the United Kingdom.
Background The COLIS project (see http://www. colis. mq. edu. au) demonstrates an open standards ... more Background The COLIS project (see http://www. colis. mq. edu. au) demonstrates an open standards approach to the integration of e-learning and information systems. The 'Demonstrator'environment created for the COLIS project incorporates a Learning Object ...
In an ever-changing and globalised world there is a need for higher education to adapt and evolve... more In an ever-changing and globalised world there is a need for higher education to adapt and evolve its models of learning and teaching. The old industrial model has lost traction, and new patterns of creative engagement are required. These new models potentially increase relevancy and better equip students for the future. Although creativity is recognised as an attribute that can contribute much to the development of these pedagogies, and creativity is valued by universities as a graduate capability, some educators understandably struggle to translate this vision into practice. This paper reports on selected survey findings from a mixed methods research project which aimed to shed light on how creativity can be designed for in higher education learning and teaching settings. A social constructivist epistemology underpinned the research and data was gathered using survey and case study methods. Descriptive statistical methods and informed grounded theory were employed for the analysis reported here. The findings confirm that creativity is valued for its contribution to the development of students’ academic work, employment opportunities and life in general; however, tensions arise between individual educator’s creative pedagogical goals and the provision of institutional support for implementation of those objectives. Designing for creativity becomes, paradoxically, a matter of navigating and limiting complexity and uncertainty, while simultaneously designing for those same states or qualities.
Research and Development in Higher Education: The Place of Learning and Teaching Volume 36 , Jul 2013
Australian universities now commonly list creativity amongst the generic attributes that graduate... more Australian universities now commonly list creativity amongst the generic attributes that graduates are expected to have achieved or demonstrated upon graduation. While this reflects emerging local and global trends to encourage creativity at every educational level, creativity as a generic capability has special difficulties. These include problems of definition, its perceived value, the gap between espoused beliefs and practice, and tensions between standards and accreditation agendas and the desire to embed creative outcomes in the curriculum. Contextual and disciplinary differences also shape the expression of creative teaching and teaching for creativity. This paper explores these issues, acknowledging the role of information and communications technologies in shaping the technology-enhanced learning spaces where creativity may emerge. Csikszentmihalyi’s model of creativity as a system of interactions is presented as a useful foundation for furthering the discourse in this domain, along with the notion of creative ecologies as spaces for effecting change.
Abstract The ALTC Exchange (formerly the Carrick Exchange), is a national repository and networki... more Abstract The ALTC Exchange (formerly the Carrick Exchange), is a national repository and networking service for Australian higher education. The Exchange was designed to provide access to a repository of shared learning and teaching resources, work spaces for team members engaged in collaborative projects, and communication and networking services. The Australian Learning and Teaching Council (ALTC) established the Exchange for those who teach, manage and lead learning and teaching in higher education.
Abstract As the notion of learning objects has grown in popularity, so too has interest in how th... more Abstract As the notion of learning objects has grown in popularity, so too has interest in how they should be stored to promote access and reusability. A key challenge to all repository projects is to understand the various motivations and needs to those wishing to contribute to and access the collection. To date there has been considerable attention given to technical issues of repositories, with much less consideration of how to attend to the needs of those who will use them. This chapter presents a needs analysis framework that was developed ...
Bennett, S, Parrish, D, Lefoe, G, O'Reilly, M, Keppell, MJ &... more Bennett, S, Parrish, D, Lefoe, G, O'Reilly, M, Keppell, MJ & Philip, R 2008,'A need analysis framework for digital repository design in higher education', in L Lockyer, S Bennett, S Agostiniho & B Harper (eds), Handbook of research on learning design and learning objects: issues, applications and technologies, Information Science Publishing, Hershey., pp. 607-628. ISBN: 9781599048611
Abstract The Australasian Society for Computers in Learning in Tertiary Education (ascilite) has ... more Abstract The Australasian Society for Computers in Learning in Tertiary Education (ascilite) has recently completed research to inform development of the ALTC Exchange, a new online service for learning and teaching in Australia. The research investigated resource identification and contribution, engagement with the repository and user community, and associated peer review and commentary processes. This article focuses on the data obtained and recommendations developed for engagement of potential end users. It ...
Abstract This document reports on the findings of three focus groups conducted with key practitio... more Abstract This document reports on the findings of three focus groups conducted with key practitioners from the Australian higher education sector for the ascilite sub-project of the Carrick Exchange development. It continues to explore emerging themes, issues and concerns, building on the findings of ascilite Report 1. The analysis is one of several data gathering methods implemented as part of the ascilite Stage 2 sub-project research.
Abstract This is the fifth report completed by ascilite for the Carrick Institute for Learning an... more Abstract This is the fifth report completed by ascilite for the Carrick Institute for Learning and Teaching in Higher Education to inform the development of the Carrick Exchange. It complements research findings discussed in four previous ascilite reports (Reports 1-4). Report 5 is a synthesis of particular international research and experience regarding the building of communities to support teaching and learning in higher education, and repository development and implementation.
(This book chapter is a reprint of a journal article that was previously published in the RIDE jo... more (This book chapter is a reprint of a journal article that was previously published in the RIDE journal)
Nicholls, J., & Philip, R. (2014). Solo life to Second Life: The design of physical and virtual learning spaces inspired by the drama classroom. In M. Anderson, D. Cameron & P. Sutton (Eds.), Innovation, technology and converging practices in drama education and applied theatre. London, UK: Routledge.
This paper (book chapter) explores the design of virtual and physical learning spaces developed for students of drama and theatre studies. What can we learn from the traditional drama workshop that will inform the design of drama and theatre spaces created in technology-mediated learning environments? The authors examine four examples of spaces created for online, distance and on-campus students and discuss the relationship between the choice of technology, the learning and teaching methods, and the outcomes for student engagement. Combining insights from two previous action research projects, the discussion focuses on the physical space used for contemporary drama workshops, supplemented by Web 2.0 technologies; a modular online theatre studies course; the blogging space of students creating a group devised play; and the open and immersive world of Second Life, where students explore 3D simulations of historical theatre sites. The authors argue that the drama workshop can be used as inspiration for the design of successful online classrooms. This is achieved by focusing on students’ contributions to the learning as individuals and group members, the aesthetics and mise-en-scene of the learning space, and the role of mobile and networked technologies. Students in this environment increase their capacity to become co-creators of knowledge and to achieve creative outcomes. The drama workshop space in its physical and virtual forms is seen as a model for classrooms in other disciplines, where dynamic, creative and collaborative spaces are required.
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Papers by Robyn Philip
Nicholls, J., & Philip, R. (2014). Solo life to Second Life: The design of physical and virtual learning spaces inspired by the drama classroom. In M. Anderson, D. Cameron & P. Sutton (Eds.), Innovation, technology and converging practices in drama education and applied theatre. London, UK: Routledge.
This paper (book chapter) explores the design of virtual and physical learning spaces developed for students of drama and theatre studies. What can we learn from the traditional drama workshop that will inform the design of drama and theatre spaces created in technology-mediated learning environments? The authors examine four examples of spaces created for online, distance and on-campus students and discuss the relationship between the choice of technology, the learning and teaching methods, and the outcomes for student engagement. Combining insights from two previous action research projects, the discussion focuses on the physical space used for contemporary drama workshops, supplemented by Web 2.0 technologies; a modular online theatre studies course; the blogging space of students creating a group devised play; and the open and immersive world of Second Life, where students explore 3D simulations of historical theatre sites. The authors argue that the drama workshop can be used as inspiration for the design of successful online classrooms. This is achieved by focusing on students’ contributions to the learning as individuals and group members, the aesthetics and mise-en-scene of the learning space, and the role of mobile and networked technologies. Students in this environment increase their capacity to become co-creators of knowledge and to achieve creative outcomes. The drama workshop space in its physical and virtual forms is seen as a model for classrooms in other disciplines, where dynamic, creative and collaborative spaces are required.