Colin Baskin - Academia.edu (original) (raw)

Papers by Colin Baskin

Research paper thumbnail of Enterprising complicities: the queen, the king, the prostitute and other literacy triangles

Research paper thumbnail of Transforming the K-12 Classroom with ICT: recognizing and engaging new configurations of student learning

Research paper thumbnail of Transforming the K-12 Classroom with ICT

Concepts, Methodologies, Tools, and Applications, 2008

Research paper thumbnail of The Titanic, Volkswagens and collaborative group work: Remaking old favourites with new learning technologies

Australasian Journal of Educational Technology, 2001

Unsinkable ships, Volkswagens and collaborative group work have much in common. They have each un... more Unsinkable ships, Volkswagens and collaborative group work have much in common. They have each undergone a recent revival of sorts; in each case the new version bears a strong Wittgensteinian resemblance to its more classic predecessor; and in each case the end user is able to enjoy the nostalgic experience of having once again rediscovered the wheel. This is a powerful experiential principle, one so powerful in fact that it drives us to part with the cost of a movie ticket even though we know how the movie ends! The ship still sinks on April 14th; the 'bug' still looks like a beetleplus and group work is still largely a 'lottery' experience for students at university.

Research paper thumbnail of The Online Classroom: A Self-Actualising Theme Park or a Trial by Multimedia?

Australian Educational Computing, Jan 5, 2003

Research paper thumbnail of Towards a smart community: Rethinking the strategic use of ICTs in teaching and learning

Australasian Journal of Educational Technology, 2003

In response to continuing pressures for change and reform in the higher education sector, this pa... more In response to continuing pressures for change and reform in the higher education sector, this paper outlines and develops a 'smart community' model for developing the strategic use of information and communication technologies (ICTs) in university teaching and learning. It presents the 'smart community' as a viable metaphor and model for articulating and managing integrated training, education, consultancy and research initiatives for staff and students alike, and details its application at a specific faculty and regional setting.

Research paper thumbnail of Learning management systems and virtual learning environments: a higher-education focus

Research paper thumbnail of ICT integration in schools: Where are we now and what comes next?

Australasian Journal of Educational Technology, 2006

The case for more technology in schools is compelling. The leverage for a school based solution i... more The case for more technology in schools is compelling. The leverage for a school based solution is traceable to the Common and Agreed National Goals for Schooling (AEC, 1989), namely that students will develop skills in 'information processing and computing'. Schools have wrestled with this 'integration challenge' since 1989. This paper is a snapshot of the ICT efforts of 18 regional schools as they come to terms with the challenge of ICT integration. Building on the work of , and the JISC MLE benchmark study, this paper profiles what ICT integration looks like in schools since AEC (1989), identifying 'administrative imperatives' as the key factors underpinning ICT integration decisions in schools.

Research paper thumbnail of Managing on the Internet

Research paper thumbnail of Semiotic Spaces & Teaching Places - The Role of ICTs in Regenerating Teaching Practice. Symposium Paper - Shared Spaces between Teacher Education and Higher Education

Research paper thumbnail of Industry-Relevant Smart Community Partnerships

... Industry-Relevant Smart Community Partnerships. Colin Baskin (James Cook University, Australi... more ... Industry-Relevant Smart Community Partnerships. Colin Baskin (James Cook University, Australia), Michelle Barker (Griffith University, Australia) and Peter Woods (Griffith University, Australia). Copyright © 2006. 6 pages. ... MLA. Baskin, Colin, Michelle Barker and Peter Woods. ...

Research paper thumbnail of Scoping social presence and social context: Cues to support knowledge construction in an ICT rich environment

The purpose of this paper is to capture and bracket the learning experiences of 164 first year st... more The purpose of this paper is to capture and bracket the learning experiences of 164 first year students as they make the transition from a conventional face-to-face setting to an Information and Communication Technology (ICT) enhanced learning environment. Where this kind of learner transition was once considered novel and worthy of 'examination' in its own right, it is now a commonplace experience (albeit non-trivial) and has taken its place at the table of the change-management (and various other literatures). The aim of this paper is to refocus the 'New Learning Technologies' discussion on aspects of learning, in particular to critically examine social presence in the face-to-face and online learning environment and how this is linked to processes of knowledge construction. In this context, the 'Lonely Planet Guide' is identified for its high social presence attributes - its social context and origin; its mode of communication and how it stimulates knowled...

Research paper thumbnail of Towards a conceptual model for Online group work - Addressing graduate skills development in Online courses

In moving towards what Lemke (1996) terms the 'interactive learning paradigm', higher edu... more In moving towards what Lemke (1996) terms the 'interactive learning paradigm', higher education has adopted two key principles consistent with group learning technologies: * Learning is always mediated by and occurs through language (Falk 1997; Gee 1997), and; * Learning is distributed across a range of other people, sites, objects, technologies and time (Gee 1997). A third and relatively recent principle to emerge on the higher education scene that seems to 'contradict' accepted views of group learning technologies is that: * Many universities now choose to offer 'learning resources' online. This paper examines whether Information and Communication Technologies (ICTs) are 'robust' enough to support, sustain and address industry, employer and government calls for greater attention to group skills development in university graduates. Data features an examination of respondent feedback (n=171) in an 'ICT-rich' group work setting, and the subsequ...

Research paper thumbnail of Ariadnes Thread: using social presence indices to distinguish learning events in face-to-face and ICT-rich settings

Drawing on ancient Greek mythology, this article traces the learning experiences of 164 pre-servi... more Drawing on ancient Greek mythology, this article traces the learning experiences of 164 pre-service education students as they make the transition from a conventional face-to-face (f-2-f) learning environment to an Information and Communication Technology (ICT) rich setting. Influenced by Social Presence Theory ) the aim of this article is to critically examine the social presence weightings of nine key learning events in f-2-f and online learning environments to unravel threads of connection to the knowledge construction processes of our learners. Dimensions of social presence are defined and examined, and indices are assigned to nine f-2-f and ICT learning events for purposes of comparison. The argument concludes that attributions of social presence point to clear and very discernible differences in the 'learning choices' and 'patterns' of male and female respondents. By proxy, different learning patterns also point to substantial differences in the when, where, how and why of knowledge construction for different groups of learners. This preference for differentiation and the capacity of the ICT-supported environment to meet and extend this preference at the learning interface offers a productive model for the preparation of pre-service teachers.

Research paper thumbnail of Reciprocal Disconnectedness: computer games, schooling and boys at risk

E-learning, 2007

Ethnomethodology is the analytical frame used here to recover embedded culmral discursive phenome... more Ethnomethodology is the analytical frame used here to recover embedded culmral discursive phenomena in the language of 'at risk' middle-school boys as they talk: about 'computer games' and' schooHng'. What emerges is a .och picture of myths and heroes, identities of participation where member values and a discernible moral order are part of the 'gaming' culture. A second picture emerges of 'boys in school'. Here 'sleepers, avoidexs and disconnected teachers' are disclosed through. conversational structures as identities of non-participation in the classroom. Through student talk we learn that identities of non-participation are a reciprocal phenomena, wherein these students and their teachers co-construct a reciprocal"disconnectedness, each to the other. To the indiv:idualleamer, the computer game is 'serious fun'; to the classroom it is a 'peripheral distraction'; to the school community it is a marker for identifying boys 'at risk' of disengaging. Each of these individual accounts stands only as a 'partial' explanation of me role of computer games in schooling. The article argues that our ability to nourish learners' inner capacities is not dependent on the level or nature of technology, but on the creative learning applications it invokes.

Research paper thumbnail of When group work leaves the classroom does group skills development also go out the window

British Journal of Educational Technology, 2005

In moving towards what terms the 'interactive learning paradigm', higher education has adopted tw... more In moving towards what terms the 'interactive learning paradigm', higher education has adopted two key principles consistent with group learning technologies:

Research paper thumbnail of Ariadne's Thread: using social presence indices to distinguish learning events in face-to-face and ICT-rich settings

E-learning, 2005

Drawing on ancient Greek mythology, this article traces the learning experiences of 164 pre-servi... more Drawing on ancient Greek mythology, this article traces the learning experiences of 164 pre-service education students as they make the transition from a conventional face-to-face (f-2-f) learning environment to an Information and Communication Technology (ICT) rich setting. Influenced by Social Presence Theory ) the aim of this article is to critically examine the social presence weightings of nine key learning events in f-2-f and online learning environments to unravel threads of connection to the knowledge construction processes of our learners. Dimensions of social presence are defined and examined, and indices are assigned to nine f-2-f and ICT learning events for purposes of comparison. The argument concludes that attributions of social presence point to clear and very discernible differences in the 'learning choices' and 'patterns' of male and female respondents. By proxy, different learning patterns also point to substantial differences in the when, where, how and why of knowledge construction for different groups of learners. This preference for differentiation and the capacity of the ICT-supported environment to meet and extend this preference at the learning interface offers a productive model for the preparation of pre-service teachers.

Research paper thumbnail of USING KIRKPATRICK'S FOUR-LEVEL-EVALUATION MODEL TO EXPLORE THE EFFECTIVENESS OF COLLABORATIVE ONLINE GROUP WORK

This paper examines two cohorts of students, each engaged in the same course of study but using d... more This paper examines two cohorts of students, each engaged in the same course of study but using different means of engagement. One cohort of 90 students completed a real time learning program integrating group dynamics, action research, team performance and participative decision-making . A second cohort of 171 students completed the same course of study in an online environment. Satisfaction ratings were drawn across the real-time and online cohorts, the data structured and critically mined using a four level evaluation of learning model (Kirkpatrick, 1996) to explore student-learning outcomes related to online group work.

Research paper thumbnail of Enterprising complicities: the queen, the king, the prostitute and other literacy triangles

Research paper thumbnail of Transforming the K-12 Classroom with ICT: recognizing and engaging new configurations of student learning

Research paper thumbnail of Transforming the K-12 Classroom with ICT

Concepts, Methodologies, Tools, and Applications, 2008

Research paper thumbnail of The Titanic, Volkswagens and collaborative group work: Remaking old favourites with new learning technologies

Australasian Journal of Educational Technology, 2001

Unsinkable ships, Volkswagens and collaborative group work have much in common. They have each un... more Unsinkable ships, Volkswagens and collaborative group work have much in common. They have each undergone a recent revival of sorts; in each case the new version bears a strong Wittgensteinian resemblance to its more classic predecessor; and in each case the end user is able to enjoy the nostalgic experience of having once again rediscovered the wheel. This is a powerful experiential principle, one so powerful in fact that it drives us to part with the cost of a movie ticket even though we know how the movie ends! The ship still sinks on April 14th; the 'bug' still looks like a beetleplus and group work is still largely a 'lottery' experience for students at university.

Research paper thumbnail of The Online Classroom: A Self-Actualising Theme Park or a Trial by Multimedia?

Australian Educational Computing, Jan 5, 2003

Research paper thumbnail of Towards a smart community: Rethinking the strategic use of ICTs in teaching and learning

Australasian Journal of Educational Technology, 2003

In response to continuing pressures for change and reform in the higher education sector, this pa... more In response to continuing pressures for change and reform in the higher education sector, this paper outlines and develops a 'smart community' model for developing the strategic use of information and communication technologies (ICTs) in university teaching and learning. It presents the 'smart community' as a viable metaphor and model for articulating and managing integrated training, education, consultancy and research initiatives for staff and students alike, and details its application at a specific faculty and regional setting.

Research paper thumbnail of Learning management systems and virtual learning environments: a higher-education focus

Research paper thumbnail of ICT integration in schools: Where are we now and what comes next?

Australasian Journal of Educational Technology, 2006

The case for more technology in schools is compelling. The leverage for a school based solution i... more The case for more technology in schools is compelling. The leverage for a school based solution is traceable to the Common and Agreed National Goals for Schooling (AEC, 1989), namely that students will develop skills in 'information processing and computing'. Schools have wrestled with this 'integration challenge' since 1989. This paper is a snapshot of the ICT efforts of 18 regional schools as they come to terms with the challenge of ICT integration. Building on the work of , and the JISC MLE benchmark study, this paper profiles what ICT integration looks like in schools since AEC (1989), identifying 'administrative imperatives' as the key factors underpinning ICT integration decisions in schools.

Research paper thumbnail of Managing on the Internet

Research paper thumbnail of Semiotic Spaces & Teaching Places - The Role of ICTs in Regenerating Teaching Practice. Symposium Paper - Shared Spaces between Teacher Education and Higher Education

Research paper thumbnail of Industry-Relevant Smart Community Partnerships

... Industry-Relevant Smart Community Partnerships. Colin Baskin (James Cook University, Australi... more ... Industry-Relevant Smart Community Partnerships. Colin Baskin (James Cook University, Australia), Michelle Barker (Griffith University, Australia) and Peter Woods (Griffith University, Australia). Copyright © 2006. 6 pages. ... MLA. Baskin, Colin, Michelle Barker and Peter Woods. ...

Research paper thumbnail of Scoping social presence and social context: Cues to support knowledge construction in an ICT rich environment

The purpose of this paper is to capture and bracket the learning experiences of 164 first year st... more The purpose of this paper is to capture and bracket the learning experiences of 164 first year students as they make the transition from a conventional face-to-face setting to an Information and Communication Technology (ICT) enhanced learning environment. Where this kind of learner transition was once considered novel and worthy of 'examination' in its own right, it is now a commonplace experience (albeit non-trivial) and has taken its place at the table of the change-management (and various other literatures). The aim of this paper is to refocus the 'New Learning Technologies' discussion on aspects of learning, in particular to critically examine social presence in the face-to-face and online learning environment and how this is linked to processes of knowledge construction. In this context, the 'Lonely Planet Guide' is identified for its high social presence attributes - its social context and origin; its mode of communication and how it stimulates knowled...

Research paper thumbnail of Towards a conceptual model for Online group work - Addressing graduate skills development in Online courses

In moving towards what Lemke (1996) terms the 'interactive learning paradigm', higher edu... more In moving towards what Lemke (1996) terms the 'interactive learning paradigm', higher education has adopted two key principles consistent with group learning technologies: * Learning is always mediated by and occurs through language (Falk 1997; Gee 1997), and; * Learning is distributed across a range of other people, sites, objects, technologies and time (Gee 1997). A third and relatively recent principle to emerge on the higher education scene that seems to 'contradict' accepted views of group learning technologies is that: * Many universities now choose to offer 'learning resources' online. This paper examines whether Information and Communication Technologies (ICTs) are 'robust' enough to support, sustain and address industry, employer and government calls for greater attention to group skills development in university graduates. Data features an examination of respondent feedback (n=171) in an 'ICT-rich' group work setting, and the subsequ...

Research paper thumbnail of Ariadnes Thread: using social presence indices to distinguish learning events in face-to-face and ICT-rich settings

Drawing on ancient Greek mythology, this article traces the learning experiences of 164 pre-servi... more Drawing on ancient Greek mythology, this article traces the learning experiences of 164 pre-service education students as they make the transition from a conventional face-to-face (f-2-f) learning environment to an Information and Communication Technology (ICT) rich setting. Influenced by Social Presence Theory ) the aim of this article is to critically examine the social presence weightings of nine key learning events in f-2-f and online learning environments to unravel threads of connection to the knowledge construction processes of our learners. Dimensions of social presence are defined and examined, and indices are assigned to nine f-2-f and ICT learning events for purposes of comparison. The argument concludes that attributions of social presence point to clear and very discernible differences in the 'learning choices' and 'patterns' of male and female respondents. By proxy, different learning patterns also point to substantial differences in the when, where, how and why of knowledge construction for different groups of learners. This preference for differentiation and the capacity of the ICT-supported environment to meet and extend this preference at the learning interface offers a productive model for the preparation of pre-service teachers.

Research paper thumbnail of Reciprocal Disconnectedness: computer games, schooling and boys at risk

E-learning, 2007

Ethnomethodology is the analytical frame used here to recover embedded culmral discursive phenome... more Ethnomethodology is the analytical frame used here to recover embedded culmral discursive phenomena in the language of 'at risk' middle-school boys as they talk: about 'computer games' and' schooHng'. What emerges is a .och picture of myths and heroes, identities of participation where member values and a discernible moral order are part of the 'gaming' culture. A second picture emerges of 'boys in school'. Here 'sleepers, avoidexs and disconnected teachers' are disclosed through. conversational structures as identities of non-participation in the classroom. Through student talk we learn that identities of non-participation are a reciprocal phenomena, wherein these students and their teachers co-construct a reciprocal"disconnectedness, each to the other. To the indiv:idualleamer, the computer game is 'serious fun'; to the classroom it is a 'peripheral distraction'; to the school community it is a marker for identifying boys 'at risk' of disengaging. Each of these individual accounts stands only as a 'partial' explanation of me role of computer games in schooling. The article argues that our ability to nourish learners' inner capacities is not dependent on the level or nature of technology, but on the creative learning applications it invokes.

Research paper thumbnail of When group work leaves the classroom does group skills development also go out the window

British Journal of Educational Technology, 2005

In moving towards what terms the 'interactive learning paradigm', higher education has adopted tw... more In moving towards what terms the 'interactive learning paradigm', higher education has adopted two key principles consistent with group learning technologies:

Research paper thumbnail of Ariadne's Thread: using social presence indices to distinguish learning events in face-to-face and ICT-rich settings

E-learning, 2005

Drawing on ancient Greek mythology, this article traces the learning experiences of 164 pre-servi... more Drawing on ancient Greek mythology, this article traces the learning experiences of 164 pre-service education students as they make the transition from a conventional face-to-face (f-2-f) learning environment to an Information and Communication Technology (ICT) rich setting. Influenced by Social Presence Theory ) the aim of this article is to critically examine the social presence weightings of nine key learning events in f-2-f and online learning environments to unravel threads of connection to the knowledge construction processes of our learners. Dimensions of social presence are defined and examined, and indices are assigned to nine f-2-f and ICT learning events for purposes of comparison. The argument concludes that attributions of social presence point to clear and very discernible differences in the 'learning choices' and 'patterns' of male and female respondents. By proxy, different learning patterns also point to substantial differences in the when, where, how and why of knowledge construction for different groups of learners. This preference for differentiation and the capacity of the ICT-supported environment to meet and extend this preference at the learning interface offers a productive model for the preparation of pre-service teachers.

Research paper thumbnail of USING KIRKPATRICK'S FOUR-LEVEL-EVALUATION MODEL TO EXPLORE THE EFFECTIVENESS OF COLLABORATIVE ONLINE GROUP WORK

This paper examines two cohorts of students, each engaged in the same course of study but using d... more This paper examines two cohorts of students, each engaged in the same course of study but using different means of engagement. One cohort of 90 students completed a real time learning program integrating group dynamics, action research, team performance and participative decision-making . A second cohort of 171 students completed the same course of study in an online environment. Satisfaction ratings were drawn across the real-time and online cohorts, the data structured and critically mined using a four level evaluation of learning model (Kirkpatrick, 1996) to explore student-learning outcomes related to online group work.