Wrapped In Plastic

Initially released in 2011, my album Wrapped in Plastic – Music Inspired by the Work of Filmmaker David Lynch as performed by The Escalators, is now set for its digital release through EnRusk Music Presave it on Spotify here https://distrokid.com/…/theescalators/wrapped-in-plastic

“The music is totally absorbing, and it takes you on a journey that could easily be like a David Lynch film. The music creates a world that suggests strangeness and mystery, with the hint of events unfolding.” Roger Mitchell The Herald Sun

The Escalators was and is

Joe Talia Drums

Mick Meagher Electric Bass

Pat Thiele Trumpet

Lawrence Folvig Guitar

DJ Element Turntables and Samples

Marc Hannaford Piano,

and myself on trombone and composition duties.

Artist: The Escalators

Album Title: Wrapped In Plastic Inspired by the films of David Lynch

Digital Release EnRusk Music

Avalaible at: Apple Music Spotify and all other streaming services

So many of you saw us play this music live, and I thank you for those many who came up telling me of the mesmerizing effect this music had on you, placing you somewhere in outer space.

And also, thank you to the many others who approached me at the end of a concert, visibly upset and seeking to vent your anger at me for making you sit through what you had to endure.

When observing the sculptures and paintings of surrealist artist Giacometti, Lord commented that ‘In some of your sculptures and paintings, I find a great deal of feeling’. To this Giacometti answers, ‘You may find it … but I didn’t put it there. It’s completely in spite of me’

” Robinson’s group, the Escalators, is an eight-piece avant-garde jazz ensemble that includes a DJ manning turntables and sampling. What else sets them apart are live shows where their slowly evolving, sometimes disturbing, and opaque music is married to set designs and film that play in a similar sandbox of mood, repetition, beauty and what they like to call Lynchian weirdness” Sydney Morning Herald Feature Article

Get it here


Announcing the Launch Date for my brand new album Birdtown

My new album Birdtown is set for release on April 6 2022. That’s also my 50th birthday so I guess you know what to get me for a present.

After releasing 10 albums in a 15 year period, all doing fabulously well and establishing my international career as a musician and composer I then just stopped. Not sure why but I did I. Well, I am back.

Birdtown is my first album in over 5 years and I am proud to say some of my best and most unique work. There is a spirit I managed to capture that I attempt in all my work but only rarely find. It is a spirit of honesty, beauty, and humanity.

It is the official soundtrack to the yet-to-be-released movie Birdtown, which was magnificently written and directed by my wonderfully talented and beautiful son Kalani Robinson. Given the opportunity to collaborate on something of this nature with my boy the writing, recording, and releasing of this album has been a unique and very personal one for me.

The early reviews have been fantastic.

You can presave my brand new album release on spotify/applemusic etc now.

OR for a few luckily folk I have a limited edition prerelease number for sale you can secretly purchase them here


Reinventing the Classroom: Insight Into a Co-Learning Ecosystem

“There is no such a thing as a teacher or student. There are only co-learners”

(Dr. K Robinson 2008)

The following paper was co-authored by our very own EnRusk founder and CEO Dr. Kynan Robinson and Kristen Swenson (Head of Research) and was published in the Childhood Education Innovation Journal in February 2022.

The following are sections taken from the article. To read the full article please download the PDF attached.

“Drawing from Kynan’s extensive and groundbreaking doctoral research this article calls for a revolution among education institutions to make a shift away from the outdated hierarchical models of “teacher” and “student” and toward a Kynan Robinson and culture that Kristen Swenson EnRusk embraces the notion of a “co-learning ecosystem.” This shift aims to disrupt the long-established power structures within education institutions and create a culture that places the emphasis on a collective approach to learning. This model situates all key stakeholders—students, teachers, parents, administrators—on a much more level playing field. While it is impossible to truly remove all imbalances of power within this ecosystem, our research indicates that embracing this approach results in a dramatic increase in the agency, buy-in, and learning opportunities afforded to all stakeholders.”

Key principles of the “co-learning environment”:

• Reframe the hierarchies in the room

• Include the right amount of order and disorder

• Value change over stasis

• Value collective creativity

• Value collaborative, collective learning over individualistic content transferal

• Reject notions of linearity in learning in favor or embracing a circular model

• Build trust and relationships with all stakeholders

• Set working protocols

• Allow space for feedback and reflection / Value continual testing to iterate continual learning

• Build and model empathy for self and others

• Build and model vulnerability

• Distribute responsibility for energy and learning

To read the full article please feel free to download the following PDF. And we would love to hear your thoughts. As always we would love to hear your thoughts. Is the concept perhaps still too abstract for many to grasp or find its way into the mainstream concept. Have you had experience in such a learning environment be that a school or classroom? What changed for you? What stayed the same? What was something that was unexpected or sparked your interest?


Good morning world. The sun is rising and it’s a beautiful day here in NY City.

EnRusk Van

We’ve done our planning, built, bought, and packed what we need; We are set for the journey ahead.
This week we fire up the engines and set off into our future. It’s launch week for EnRusk
Over the last few months, we’ve enjoyed working through what we wanted to do, how, and why. We also enjoyed talking to folk all over the world who reached out to us asking for help.
Monday sees us begin our work with our new partners and clients.
They come from education, health, government, NFPs, business, and entertainment; some are old, some are young, some are big some are small. None of that matters. What matters to us is they are all ambitious, passionate, open, courageous, empathetic, willing; they want to make a real difference and enjoy the ride while we do it.
Most importantly, they’re willing to change, survive, grow, and contribute to creating a new future, a future of possibility rather than predictability.
Why does this matter to us?
Because they are the fun ones to work with.

And we’re honored to join them on their journeys.

Our journey together to change the world. Fire upon the engines.

Discover Together. Synthesize Together. Design Together.

Learning to collectively synthesize as part of the Design Thinking Process

My company EnRusk is a global consultancy company working across education, corporate, and not for profits. We use Design Thinking as a method to help organizations innovate, change and create and helping individuals learn how to create as part of a group. We are considered world experts in is Design Thinking and it’s one of the processes we choose to use when appropriate.

Design Thinking is usually talked about as a process to help organizations problem find and then design highly innovative solutions to solve those problems. To achieve that it values empathy and listening specifically when trying to find the right problems that the organization’s users need help with, collaboration over individuality, equality of voice and role over hierarchy, and the idea that we create better together leading to better solutions designed for those problems. Other understandings central to DT and its related processes and toolsets are we learn together and create together fluidity and ambiguity over certainty and absolutes, and nonlinearity over linear pathways. This mirrors a belief that learning never being linear but rather messy.

Most of these values draw from the theoretical position referred to as complexity thinking. Change is central to complexity theory, also a central tenant of DT

The phases of DT are named slightly differently depending on who you talk to but the are essentially the same thing. They are:

Discovery— a phase of immersing into the status quo to find existing problems. This is a phase on data creation and curation.

Synthesis — a phase of synthesizing the data and discovering the real problem, the one you choose to work on.

Ideation — a highly creative phase of idea generation. This is where groups push beyond ideas they should have done yesterday to ideas that will potentially change their world.

Prototyping / Feedback / Testing to Iterate — The phase where we choose an idea and prototype it. In that, we develop tests, testing the assumptions inherent in our prototype to see if the hold-up or are merely assumptions. We also test the impact of each feature and better understand what might need changing to make the service or product even better.

These phases appear to be linear in nature as I have presented them in a linear fashion but they are in fact cyclical, much like all learning.

This past week I was walking with an international school that is working hard to understand who they are and why they exist, what they believe about learning and teaching, and what makes them special. Their values and strategy. The last time I was with them was a month ago where they had immersed deeply in better understanding themselves as a school. This visit was really focused on helping them synthesize their data. Clustering is one tool we use to help our clients synthesize and we had this design team cluster into the themes they saw emerging. Once they had their answers we encouraged them to “mess the data up” and cluster again. By doing so they were continually looking for pain areas to address and opportunities they might have missed.

The ability to synthesis is fundamental to research and learning. It requires the skills of pattern recognition and the ability to allow themes to emerge from the data without biasing the data yourself. It can be hard work and takes time especially if there is a large amount of divergent data to work through. When working with groups of people learning to collectively synthesis for the first time there is a tendency for folk to want to rush this part of the process. To find the first theme they see. 

We encourage teams to “sit in your data.” 

This visual metaphor implies being comfortable with ambiguity, allowing the data to speak to us, not the other way around.

When synthesizing in larger teams it requires members to have trust in each other, listen to each other, be vulnerable, and be truthful. 

Challenging and exciting work. 

When facilitating a Design Thinking process consider the following: Getting this part right helps teams find their truth, get it wrong and you will merely point them to yours.

Melbourne Ska Orchestra tour dates

It’s not often I refer to my musical work in this blog but today I will. Melbourne Ska Orchestra is a band I have been playing with for many years now which has had great success internationally. We are just about to release our second album  and have a number of tour dates announced to promote the launch.

If you haven’t seen this band you really should. It’s 35 mad men on stage playing non-stop SKA dance floor fillers.Tour dates can be found

We are coming to the

  • Gold Coast
  • Sunshine Coast
  • Sydney
  • Brisbane
  • Blue Mountains
  • Adelaide
  • Albury
  • Melbourne
  • Coffs Harbour and
  • Mullumbimbi – before heading over to Europe

Tour dates can be found at the website

Hope to see you on the dance floor

How to pull a rabbit out of the Internet – Kalani Robinson’s views on education

Yesterday at the #digicon15 education conference in Melbourne, I had the pleasure of presenting a couple of sessions with my son Kalani.

Kalani is 15. For the last five years, whenever I have spoken at conferences, I have used him and stories from his life as examples to support the points I have been making. Then, about two months ago, I wondered why I was speaking on his behalf rather than just inviting him onto the stage with me to tell his mind.

The first time he chose to get on stage and be a part of the presentation, we keynoted a large education conference in Eastern Melbourne.

I spoke for about twenty minutes, then introduced him, and off he went. It was remarkable to watch him talking so articulately and passionately about a subject that meant a lot to him – his education.

Yesterday we presented again at DLTV’s conference #digicon15 and then had the opportunity to do an interview with Roland and Amanda of ACCELN fame. Roland and Amanda asked the questions, and Kalani spoke entirely off the cuff. My job was to try and shut up. This interview helped remind me how often we speak on children’s behalf, believing we have their best interests at heart because we have put so much thought into the topic we are speaking. Kalani and I imagine most other kids would probably like to be part of the conversation. If you are interested in hearing a child’s perspective on how schools should work, what is important to them when it comes to learning and what potentially needs to change, please watch the video below and feel free to share.

IOI Weekend Melbourne

Just letting you know about a new event I’m running with Louise Bowe and Richard Olsen.

IOI Weekend is an intensive hands-on workshop over an entire weekend where educators learn how to design innovative learning and teaching models that maximize pedagogical capacity, effectiveness, and quality. The idea for the weekend is something Richard and I and Lou have been discussing for some time and has arisen out of work we have done at schools over the last few years. Through a process of trial and error, mixed in with theory, we have created a model that will be exciting for educators and provide some simple tools that they can use to assist as they seek to innovate effectively within their learning environments.

You can find more information at the website http://melbourne.ioiweekend.com

Richard Olsen has written a great blog post that outlines what attendees can expect, which can be found by clicking on the link below:

In that post, he gives a good overview of potential reasons why educators might attend:

“Experienced teachers should participate if they’re dissatisfied with their ability to adequately communicate why innovation in learning and teaching matters. The IOI Weekend provides a process to identify, justify, and measure the impact of their learning and teaching approach. As such, teachers who attend will be equipped to communicate the quality and impact of their innovative learning and teaching practice more clearly.

New teachers should participate if they lack the confidence to adequately communicate why and how learning and teaching innovation are part of their role as teachers. The IOI Weekend provides a process for developing, language for communicating, and a means for measuring the impact of learning and teaching innovation. It will also equip you with ideas of where to start and connect you to a great group of similarly passionate educators.

School leaders should participate if they’re dissatisfied with their ability to adequately communicate the impact of learning and teaching innovation in their school. 

The IOI Weekend provides a process to identify, justify, and measure the impact of learning and teaching over time. As a result, school leaders seeking who attend will be better equipped to communicate, measure and report more clearly the impact that learning and teaching innovation is resulting in across their school, and make better decisions about future learning and teaching innovation opportunities.”


Also, please download the flyer and share it with any educators who may be interested. You can find the flyer at ioiweekend flyer

Hope to see some of you there.

Using Digital Gaming with Special Needs Learning

Recently I met Adam Scanlon. Adam is a gamer, designer and father amongst many other things. What peaked my interest in what he was talking to me about was the way Adam was using gaming to assist his sons learning.

His son has autism. As Adam explained to me that brings its own series of unique challenges. Children with autism often don’t learn in the same methods as we would associate traditional learners and therefore new ways of teaching and learning need to be investigated.

As a commitment to finding these new innovative ways Adam has been using the game Disney Infinity.

Let me give you a little background on Disney Infinity. It is essentially a sandbox game. To me sandbox games are of great interest to education. Sandbox games are extremely open in nature and their lack of narrative is what set them apart from most other digital games. Most digital games operate in a linear fashion with a predetermined narrative, which the player must follow, and a set of ever more complicated tasks that the player must successfully complete in order to progress in the game. In contrast to this, sandbox games have no sense of progression, linear narrative or completion. Game play is entirely up to the creativity and imagination of the player/players. These games are providing a framework for the player to enter and then leaving it up to the individual’s creativity to do whatever they want.

The genre include games like Minecraft and Gary’s Mod and to a certain extent Disney’s Infinity.

When recently watching a collection of students playing Gary’s Mod they were collectively interacting and communicating with each other, they were building their own characters, they were inventing their own games within the game and more so they were inventing their own narrative within the games they were playing – that is narrative within narrative.  This is an example of the game makers understanding this generation of learners and providing them with autonomy, the ability to be self-directed and beyond that providing them the ability to be highly web connected. These three concepts are important to our current western education system especially as it grapples with relevancy and what place technology plays.

So back to Adam, why is he attracted to Disney Infinity and how does it help him teach his son? disney infinity

Firstly, as Adam explained, to work with children with autism you need to find the space they are interested in. It is highly unlikely they will come to the space you think they should be in. Adam’s son loves this game and will play it for hours. So rather than pull his son away from this environment, Adam went the other way and embraced it. How could he use the environment his son loves being in to help his son learn? Isn’t this a great lesson for all educators not just those working with special needs, where can you position yourself within the child’s life to give that child the best opportunity to hear you in the first place. As Disney Infinity is a sandbox game, Adam and his son can build there own universe in there, a universe of their collective imaginations that might replicate their current one or develop new ways of seeing the world.

Children with autism need a lot of repetition to grasp certain concepts. Adam explained that to teach a certain task he would have to say it over and over. They require and demand routines and so to teach them a new one, potentially means a changing of an old one. This can be difficult and require a lot of repetition. Again, as Disney Infinity is a sandbox game Adam can now build games inside the game allowing his son to play them, enjoy them and potentially learn from them. garys mod

A couple of very simple examples of the huge range that Adam provided me with might help give context for those unfamiliar with this type of game. To help “potty train” his son Adam built a puzzle game. The task of the game was to get the “brown object” to the toilet, at the end of the game. By playing the game over and over his son also was able to make the real life connections. This demonstrates a great way to instructionally teach something that is going to require a lot of repetition.

Adam provided me with another example of how he uses the game to teach new routines;

The current process for going to a shopping center or supermarket requires Adam and his son to go up and down every single aisle every time they visit a supermarket even if they only need to quickly go in and buy one product. This is a routine Adam’s son knows and is comfortable with and to change this routine causes particular anxiety for Adam’s son, leading to a seemingly uncontrollable outburst of emotion. Adam’s solution, using the game, was to build a supermarket within his Disney Infinity universe, and once again build a task into the game that allowed for his son to enter the supermarket find the object and leave immediately. He is helping form a pattern or predisposition into his son teaching him new ways of doing things.


For a long time there was the common misunderstanding that because children with autism weren’t communicating with you in the traditional sense they also were not listening. This is not necessarily so and technology has provided ways for this group to have a voice. Early discoveries came with typing; children who would not necessarily speak out their thoughts when taught to type found this medium an easier way to communicate in.

Adam is interested in taking this concept further. If Disney Infinity is a space where his son feels comfortable and enjoys inhabiting potentially it can be  a means for the two of them to also communicate in. One of Adams concerns for his son is a simple problem that most of us without this experience would not even consider. If his son has  a toothache potentially he will never express this to Adam so how as a father will he handle this situation if he doesn’t even know it exists. While he is still only at early stages Adam is exploring ways through the game that his son might express these every day issues with him and others around him that see.

This might be something that Adam agendas within the Disney Infinity game space or potentially, his son might find the means of using it to communicate in the way he wants to.

While this piece talks specifically to children with autism the same principles apply to all classroom teaching or education in general. How can we turn the paradigm around from reductionist notions such as “teacher as expert” to “teacher as facilitator”? And if we are truly talking teacher as facilitator what do we want them to facilitate? All children exist as learners nested within their own constructions of identity. They bring their own experiences and mindsets into the classroom.

Learning occurs within a complex interplay of biological, cultural and experiential histories. Learning always occurs within the complex systems of the individual, the social surrounds and the culture within which the individual exists. Knowledge is never isolated within that or separated from it. Rather it is deeply part of the web of interactions – it arises out of it, it is an emergent, evolving phenomenon.

We can never teach the same content to each one in the same manner and expect it to have the same impact. Rather we should be getting to know our students, what are they interested in, what do they love and how do they best communicate. Then we need to adapt our methodologies to come to their worlds, not the other way around. Adam demonstrates wonderfully the powerful learning and connections that can take place when the paradigm is reversed using a technology that his child loves – a digital game.

I would love to hear any of your stories, if you are willing to share them of experiences you might have had or seen in this area.




Teacher as co-learner and other arguments about knowledge

“There are times in life when the question of knowing if one can think differently than one thinks and perceive differently than one sees is necessary if one is to go on looking and reflecting at all” M Foucault.
In my line of work (my day job), I am involved with education and its relationship with technology. This work sees me in schools, universities, and other places of institutionalized learning operating as a consultant, assisting them to come to grips with the challenges technology poses to existing structures and its potential to change the way we teach and learn. The core of my work is centered on epistemology – the study of knowledge – and its relationship with the internet. When I present, I often speak of what knowledge is, where it resides, and what the implications are for teacher practice. I often get some very strong reactions from teachers. My opening statement generally goes along the lines of, “knowledge never resides in the individual; it resides in the network.”
By this, I mean that knowledge is not a tangible thing that can be transferred from one individual to another knowledge resides in the relationships. It is built up within the discourse (language or practice). While objects might physically exist outside of these discourses, any attempt to make sense of them is through discourse that is socially developed. Yet our education system with its practices related to curriculum and assessment of the individual, amongst other things, so often reflects a lack of understanding of this thinking. Many of you are familiar with the phrase ‘teacher as a facilitator rather than a teacher as expert’. When we talk of ‘teachers as facilitators’ (or even co-learners), not as experts, we are talking in this area; we are demonstrating an understanding and belief of learning that is framed within a participatory culture. By enabling that, we acknowledge that any connection with knowledge can happen only through participation in the networks. While the term and concept of “teacher as a facilitator rather than expert” is a concept that is familiar to many of us, it is still something challenging to do, and I see very little evidence of it being enacted within many classrooms. I often think that it is too hard to make this change because of the predetermined sense of identity built up by the discourse of the institutions that govern the concept of a “teacher/student” Below is a very typical argument a teacher will throw at me at conferences, or online, or during PD sessions when I start to talk about such matters. I am making no judgment of the argument because it took me a long time to understand this fairly abstract concept, and an argument is a form of active participation in the discourse. This discussion took place on a friend of mines Google + account, and I have added the screenshots.
A teachers response to a blog post I had written
My reply
His reply to my reply, unfortunately, he never responded. Although, as educators, I think It is paramount that we talk about these ideas, isn’t the concept of knowledge development central to our role? Furthermore, the conclusions we collectively reach will have enormous implications for how we do this thing called “teaching.”
What do you think?