Peer review of teaching practice and resources: Exploring new spaces to embrace cultural change

Robyn Philip, Helen Wozniak

    Research output: Chapter in Book/Report/Conference proceedingConference Paper published in Proceedingspeer-review


    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 components for successful implementation of peer review. In addition, unique contextual elements add to the complexity of designing for transformative change within such a relatively new organization. � 2009 Robyn Philip and Helen Wozniak.
    Original languageEnglish
    Title of host publicationProceedings ascilite 26th Annusal ascilite International Conference
    Place of PublicationAuckland, New Zealand
    PublisherThe University of Auckland, Auckland University of Technology, and Australiasian Society for Computers in Learning in Tertiary Education (ascilite)
    Number of pages5
    Publication statusPublished - 2009
    EventASCILITE. Same places, different spaces - Auckland, New Zealand
    Duration: 6 Dec 20099 Dec 2009


    ConferenceASCILITE. Same places, different spaces


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