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Mobile learning is increasingly seen as a boon to universities and educators as a means of enabling learning anywhere, anytime and at the convenience of the learner. Even though the field of mobile learning is in its infancy, there is no common understanding of what mobile learning is. Previous attempts at defining mobile learner have either been overly inclusive or exclusive, and have focused on characteristics of the mediating technology, the learner, or the nature of the learning activity. Inspired by Wittgenstein’s theory of family resemblances, this paper explores the attempt to create a new definition of mobile learning that will be dynamic, drawing from a collection of characteristics that may change over time rather than just supplying a single, unchanging definition. The revised definition will be used to support the development of a Mobile Learning Evaluation Framework by clarifying the attributes and features to be included in a robust and flexible definition of mobile learning. The outcome may be of value to researchers in the mobile learning field and educators considering incorporating mobile learning initiatives into current pedagogical strategies.
Revisiting the definition of Mobile Learning
Revisiting the definition of Mobile Learning
Helen Farley
Attracting research funding is integral to being a researcher. This is what I've learned through many successful and many more unsuccessful funding applications. I'd like to hear your feedback!
How to secure research funding: some handy hints
How to secure research funding: some handy hints
Helen Farley
• Mobile – providing a critical first step to engaging students • Exploring the future of virtual worlds on mobile devices as multi-user augmented reality • Location-based mobile learning: integrating storytelling and AR with location-interaction
The Future for Virtual Campuses
The Future for Virtual Campuses
Helen Farley
Incarcerated offenders face a number of additional challenges to those faced by most other students studying at a distance. Lack of internet access is especially problematic for those studying in a sector that is increasingly characterised by online course offerings. This paper outlines a project underway at the University of Southern Queensland and the Southern Queensland Correctional Centre in Gatton that is aimed at addressing this challenge. A standalone version of Moodle is being developed that will run on a server and an isolated network of computers within the education centre of the prison. Satellite Moodle will run independently of the internet and will not be able to connect to any computers or networks outside the education centre. The features of Moodle will be modified to allow students to access their coursework and engage in forum discussions. Library resources and course readings will be provided on eReaders, without internet connectivity. It is expected that the project will result in numerous benefits, among them: students will be participating in learning experiences more closely related to those experienced by students outside of the prison system; they will be learning relevant IT skills, e-literacy and e-research skills; USQ will be fulfilling its obligation in relation to equity of access; and will be addressing the Federal Government’s agenda of increasing participation by socially and economically disadvantaged groups in higher education. Satellite Moodle will also enable USQ to provide internet independent versions of courses to students in other areas that do not have access to the internet. Moodlemoot 2012 Theme: •Slip, Slop, Slap - Breaking Barriers The project supports at risk students in the form of incarcerated students who are often from Indigenous or low socio-economic backgrounds.
Using Portable Moodle and eReaders to Enhance Learning at a Distance for Inca...
Using Portable Moodle and eReaders to Enhance Learning at a Distance for Inca...
Helen Farley
Learn how students are helping themselves to mobile learning and how educators can support them in their learning journey.
With or Without You: How Students Are Helping Themselves to Mobile Learning a...
With or Without You: How Students Are Helping Themselves to Mobile Learning a...
Helen Farley
Traditional approaches to distance learning and the student learning journey have focused on closing the gap between the experience of off-campus students and their on-campus peers. While many initiatives have sought to embed a sense of community, create virtual learning environments and even build collaborative spaces for team-based assessment and presentations, they are limited by technological innovation in terms of the types of learning styles they support and develop. Mainstream gaming development – such as with the Xbox Kinect and Nintendo Wii – have a strong element of kinaesthetic learning from early attempts to simulate impact, recoil, velocity and other environmental factors to the more sophisticated movement-based games which create a sense of almost total immersion and allow untethered (in a technical sense) interaction with the games’ objects, characters and other players. Likewise, gamification of learning has become a critical focus for the engagement of learners and its commercialisation, especially through products such as the Wii Fit. As this technology matures, there are strong opportunities for universities to utilise gaming consoles to embed levels of kinaesthetic learning into the student experience – a learning style which has been largely neglected in the distance education sector. This paper will explore the potential impact of these technologies, to broadly imagine the possibilities for future innovation in higher education.
From ‘hands up’ to ‘hands on’: harnessing the kinaesthetic potential of educa...
From ‘hands up’ to ‘hands on’: harnessing the kinaesthetic potential of educa...
Helen Farley
Drawing insights from the emerging field of sensory criminology, this paper delves into the distinctive acoustic requirements within prisons, shedding light on the differences that exist between the acoustic needs of incarcerated individuals and those outside the prison walls. The study emphasizes the crucial role acoustics play in the daily experiences of both incarcerated individuals and corrections staff. Those in prison rely on acoustics for communication and information gathering, while corrections staff use auditory cues to assess the prevailing tension within the prison environment. The intricate dynamics of prison cultures, often overlooked by acousticians, are brought to the forefront through the lens of sensory criminology. This paper advocates for a multidisciplinary approach, suggesting that acousticians collaborate with complementary disciplines to design spaces that encourage positive communication and simultaneously address the risks associated with undesirable social dynamics. By integrating insights from sensory criminology, acousticians can create purposeful designs that benefit both incarcerated individuals and corrections staff, ensuring a well-informed and effective acoustic environment.
Beyond standards: reimagining acoustic design in prisons
Beyond standards: reimagining acoustic design in prisons
Helen Farley
Individuals responsible for the management and administration of prisons often show a willingness to adopt innovative technologies for operational efficiency. However, in cases where a choice must be made between prioritizing security measures and the rehabilitation of people in prison, the former tends to take precedence, sometimes at the expense of the latter. The emergence of COVID-19 lockdowns, which confined individuals to their cells for extended periods and disrupted educational programs, has prompted jurisdictions to reevaluate the advantages of educational technology. Drawing from our involvement in these kinds of initiatives, we present key insights to enrich this ongoing dialogue.
Introducing technology for learning in prisons: meeting challenges and realis...
Introducing technology for learning in prisons: meeting challenges and realis...
Helen Farley
Recommended
Mobile learning is increasingly seen as a boon to universities and educators as a means of enabling learning anywhere, anytime and at the convenience of the learner. Even though the field of mobile learning is in its infancy, there is no common understanding of what mobile learning is. Previous attempts at defining mobile learner have either been overly inclusive or exclusive, and have focused on characteristics of the mediating technology, the learner, or the nature of the learning activity. Inspired by Wittgenstein’s theory of family resemblances, this paper explores the attempt to create a new definition of mobile learning that will be dynamic, drawing from a collection of characteristics that may change over time rather than just supplying a single, unchanging definition. The revised definition will be used to support the development of a Mobile Learning Evaluation Framework by clarifying the attributes and features to be included in a robust and flexible definition of mobile learning. The outcome may be of value to researchers in the mobile learning field and educators considering incorporating mobile learning initiatives into current pedagogical strategies.
Revisiting the definition of Mobile Learning
Revisiting the definition of Mobile Learning
Helen Farley
Attracting research funding is integral to being a researcher. This is what I've learned through many successful and many more unsuccessful funding applications. I'd like to hear your feedback!
How to secure research funding: some handy hints
How to secure research funding: some handy hints
Helen Farley
• Mobile – providing a critical first step to engaging students • Exploring the future of virtual worlds on mobile devices as multi-user augmented reality • Location-based mobile learning: integrating storytelling and AR with location-interaction
The Future for Virtual Campuses
The Future for Virtual Campuses
Helen Farley
Incarcerated offenders face a number of additional challenges to those faced by most other students studying at a distance. Lack of internet access is especially problematic for those studying in a sector that is increasingly characterised by online course offerings. This paper outlines a project underway at the University of Southern Queensland and the Southern Queensland Correctional Centre in Gatton that is aimed at addressing this challenge. A standalone version of Moodle is being developed that will run on a server and an isolated network of computers within the education centre of the prison. Satellite Moodle will run independently of the internet and will not be able to connect to any computers or networks outside the education centre. The features of Moodle will be modified to allow students to access their coursework and engage in forum discussions. Library resources and course readings will be provided on eReaders, without internet connectivity. It is expected that the project will result in numerous benefits, among them: students will be participating in learning experiences more closely related to those experienced by students outside of the prison system; they will be learning relevant IT skills, e-literacy and e-research skills; USQ will be fulfilling its obligation in relation to equity of access; and will be addressing the Federal Government’s agenda of increasing participation by socially and economically disadvantaged groups in higher education. Satellite Moodle will also enable USQ to provide internet independent versions of courses to students in other areas that do not have access to the internet. Moodlemoot 2012 Theme: •Slip, Slop, Slap - Breaking Barriers The project supports at risk students in the form of incarcerated students who are often from Indigenous or low socio-economic backgrounds.
Using Portable Moodle and eReaders to Enhance Learning at a Distance for Inca...
Using Portable Moodle and eReaders to Enhance Learning at a Distance for Inca...
Helen Farley
Learn how students are helping themselves to mobile learning and how educators can support them in their learning journey.
With or Without You: How Students Are Helping Themselves to Mobile Learning a...
With or Without You: How Students Are Helping Themselves to Mobile Learning a...
Helen Farley
Traditional approaches to distance learning and the student learning journey have focused on closing the gap between the experience of off-campus students and their on-campus peers. While many initiatives have sought to embed a sense of community, create virtual learning environments and even build collaborative spaces for team-based assessment and presentations, they are limited by technological innovation in terms of the types of learning styles they support and develop. Mainstream gaming development – such as with the Xbox Kinect and Nintendo Wii – have a strong element of kinaesthetic learning from early attempts to simulate impact, recoil, velocity and other environmental factors to the more sophisticated movement-based games which create a sense of almost total immersion and allow untethered (in a technical sense) interaction with the games’ objects, characters and other players. Likewise, gamification of learning has become a critical focus for the engagement of learners and its commercialisation, especially through products such as the Wii Fit. As this technology matures, there are strong opportunities for universities to utilise gaming consoles to embed levels of kinaesthetic learning into the student experience – a learning style which has been largely neglected in the distance education sector. This paper will explore the potential impact of these technologies, to broadly imagine the possibilities for future innovation in higher education.
From ‘hands up’ to ‘hands on’: harnessing the kinaesthetic potential of educa...
From ‘hands up’ to ‘hands on’: harnessing the kinaesthetic potential of educa...
Helen Farley
Drawing insights from the emerging field of sensory criminology, this paper delves into the distinctive acoustic requirements within prisons, shedding light on the differences that exist between the acoustic needs of incarcerated individuals and those outside the prison walls. The study emphasizes the crucial role acoustics play in the daily experiences of both incarcerated individuals and corrections staff. Those in prison rely on acoustics for communication and information gathering, while corrections staff use auditory cues to assess the prevailing tension within the prison environment. The intricate dynamics of prison cultures, often overlooked by acousticians, are brought to the forefront through the lens of sensory criminology. This paper advocates for a multidisciplinary approach, suggesting that acousticians collaborate with complementary disciplines to design spaces that encourage positive communication and simultaneously address the risks associated with undesirable social dynamics. By integrating insights from sensory criminology, acousticians can create purposeful designs that benefit both incarcerated individuals and corrections staff, ensuring a well-informed and effective acoustic environment.
Beyond standards: reimagining acoustic design in prisons
Beyond standards: reimagining acoustic design in prisons
Helen Farley
Individuals responsible for the management and administration of prisons often show a willingness to adopt innovative technologies for operational efficiency. However, in cases where a choice must be made between prioritizing security measures and the rehabilitation of people in prison, the former tends to take precedence, sometimes at the expense of the latter. The emergence of COVID-19 lockdowns, which confined individuals to their cells for extended periods and disrupted educational programs, has prompted jurisdictions to reevaluate the advantages of educational technology. Drawing from our involvement in these kinds of initiatives, we present key insights to enrich this ongoing dialogue.
Introducing technology for learning in prisons: meeting challenges and realis...
Introducing technology for learning in prisons: meeting challenges and realis...
Helen Farley
It is easy to focus on how education prepares learners for employment upon release from custody. Yet the benefits go far beyond this. This presentation examines some of the changes we see in prisoners engaged with education.
More than employment: The benefits of education in corrections
More than employment: The benefits of education in corrections
Helen Farley
Ara Poutama is working with our neurodiverse learners to help them understand their challenges and celebrate their strengths.
Supporting Neurodiverse Learners in New Zealand Prisons
Supporting Neurodiverse Learners in New Zealand Prisons
Helen Farley
This presentation reflects on the challenges with delivering higher education into prisons.
It's an Arms Race: A Perspective from a Higher Education Partner
It's an Arms Race: A Perspective from a Higher Education Partner
Helen Farley
Universities and other education institutions are increasingly turning to technology for the delivery of their courses and programmes. But what happens when their learners are incarcerated?
Using emerging digital technology for learning in prisons
Using emerging digital technology for learning in prisons
Helen Farley
The lockdowns associated with the COVID-19 pandemic had a significant impact on the soundscapes around the planet ...
What does quiet mean to you?
What does quiet mean to you?
Helen Farley
This is a helpful guide for working with adults with Auditory Processing Disorder (APD).
Working with Adults with Auditory Processing Disorder
Working with Adults with Auditory Processing Disorder
Helen Farley
This presentation looks at neurodiversity within corrections in New Zealand. Neurodiversity is often viewed negatively, yet it is often the hallmark of original and creative thinkers.
Neurodiversity
Neurodiversity
Helen Farley
• Working with jurisdictions to introduce technologies: Sceptics and advocates • Winning hearts and minds: Working with custodial • Security considerations: Learning what can be dangerous • Third party security certifications • What can go wrong and how to prevent it • The role of dynamic security • Making it sustainable
Introducing digital technologies into prisons: Issues and challenges
Introducing digital technologies into prisons: Issues and challenges
Helen Farley
In juvenile justice, detainees are often suffering from multiple layers of disadvantage. This presentation presents a potential project to help address some of these issues and help keep people out of detention.
The role of education in reducing recidivism
The role of education in reducing recidivism
Helen Farley
Virtual worlds (VWs) are providing welcome opportunities for the development of innovative curricula for tertiary educators. These environments potentially allow them to give their students authentic learning experiences that resemble real life tasks and scenarios. In addition, virtual worlds are extremely useful when training students to perform tasks that are too expensive or dangerous to perform in real life (Adams, Klowden, & Hannaford, 2001). Well-designed simulations implemented in these environments can provide risk-averse and cost-effective simulations of authentic contexts that can facilitate optimal learning, especially when enhanced with the capability for tactile precision and haptic feedback. This chapter, while acknowledging the enormous potential of virtual worlds for higher education, will investigate the range of challenges also associated with implementing these environments into curricula. These include the use of appropriate pedagogical models and the large learning curve for novice users. The chapter will conclude with a discussion of how these challenges can be mitigated, taking into account the latest technical developments in virtual worlds and associated hardware.
Virtual Worlds in Higher Education: The Challenges, Expectations and Delivery
Virtual Worlds in Higher Education: The Challenges, Expectations and Delivery
Helen Farley
In the decade and a half since the beginning of the new millennium, mobile computing technologies have evolved rapidly, enabling increasingly sophisticated methods of communication and interaction. As a result of the incremental improvements in design, tendency towards reduced size, increased functionality, improvements in data storage capability, and the reliability and ubiquity of the networks that support them, mobile technologies are increasingly perceived as essential to the conduct of people’s everyday lives (Evans-Cowley, 2010).
Evaluation of mobile teaching and learning projects, introduction
Evaluation of mobile teaching and learning projects, introduction
Helen Farley
Mobile learning is a very exciting approach to learning that has the possibility of changing nursing education, providing learning to nurses when and where they need it and in a manner that will achieve positive learning outcomes. Coming from an apprenticeship model in the military, nurses have traditionally learnt by seeing and then doing. Mobile learning through means such as You Tube and augmented reality offer the best of this traditional way of learning combined with time and cost efficient means of technology use and greater theoretical knowledge. Reaching nurses in rural and isolated communities is also possible through these means. This is achieved through the use of SMS and online learning, that is able to be used at a time and place suitable for the nurse, enabling them to include learning within their lives in a way that suits them. Many isolated trials have occurred in nursing education over the years, starting with the use of PDA’s and although many have shown success there is not a great deal of research been conducted in the use of mobile education in nursing. Considering this research was conducted using a grounded theory approach that investigated nurse’s current use of mobile technology and their beliefs around mobile learning. The study also explored how and when nurses are undertaking continuing education, with the discovery of how they personally resource their learning. When looking at trials of mobile learning within nursing education, it is apparent from these trials and the study that nurses are ready for mobile learning and that mobile learning shows great potential as a method for education within the nursing profession.
Mobile learning initiatives in nursing education
Mobile learning initiatives in nursing education
Helen Farley
Mobile learning has been adopted to a varying extent across the countries of Southeast Asia. Though mobile learning initiatives in the UK, Europe, the United States and Australia are well-documented, much less in known is known about mobile learning initiatives in Southeast Asia. This region is culturally and economically diverse, containing both developed countries such as Singapore and developing countries including East Timor. This range of economic development means that the penetration of telecommunications technologies, including infrastructure to support mobile and internet networks, varies vastly and the extent to which this technology is used for learning, similarly varies. This chapter begins with an examination of the mobile device market penetration in the various countries of Southeast Asia and the particular demographics of those users. Internet censorship potentially will impact on mobile learning initiatives in some countries and this is examined briefly. The status of mobile learning in a cross-section of Southeast Asian countries will be examined, with a particular focus on government policies, critical infrastructure and notable mobile learning initiatives. The chapter concludes with a review of the enablers and barriers to mobile learning in Southeast Asia and a look at future directions.
Mobile learning in Southeast Asia: Opportunities and challenges
Mobile learning in Southeast Asia: Opportunities and challenges
Helen Farley
Mobile learning is viewed by many institutional leaders as the solution for a student cohort that is demanding an increasingly flexibility in study options. These students are fitting study around other aspects of their lives including work and caring responsibilities, or they are studying at a geographical location far removed from the university campus. With ubiquitous connectivity available in many parts of the world and with the incremental improvements in design and affordability of mobile devices, many students are using mobile technologies to access course materials and activities. Even so, there are relatively few formal mobile learning initiatives underway and even fewer evaluations of those initiatives. This is significant because without a rigorous evaluation of mobile learning, it is impossible to determine whether it provides a viable and cost-effective way of accessing courses for both the student and the institution. This chapter examines the broad groupings of uses for mobile devices for learning, before considering the evaluation frameworks that are currently in use. The characteristics, affordances and issues of these frameworks are briefly discussed. A project to develop a Mobile Learning Evaluation Framework is introduced, which will consider evaluation from four aspects: 1) Pedagogical (Learning); 2) Pedagogical (Teaching); 3) Technical; and 4) Organizational.
Moving towards the effective evaluation of mobile learning initiatives in hig...
Moving towards the effective evaluation of mobile learning initiatives in hig...
Helen Farley
The healthcare industry is rapidly evolving in tandem with a demand for increased flexibility in the delivery of education in our fast-paced society. As a result, the passive reception of content by students, delivered by an expert from the front of the class, is becoming increasingly redundant. Students are now being taught, ubiquitous connectivity allowing widespread access to online materials (Collier, Gray, & Ahn, 2011). Programs such as nursing are often offered in an external, online delivery mode (Wright, 2013). Due to an increasingly aging population, healthcare is by far one of the fastest-growing industries, and graduate job seekers choosing to enter healthcare, will need to ensure they have developed sound digital literacies, particularly as they apply to professional communication. It is imperative that students develop and leverage emerging communication technologies as part of their portfolio prior to seeking employment (Clark, 2009; Hargittai & Litt, 2013).
Digital Skills in Healthcare Practice
Digital Skills in Healthcare Practice
Helen Farley
Tarot is central to the philosophies of the New Age. If you look in any of the numerous popular books about tarot, you will read that ancient Egyptians encoded their secrets into these mysterious cards when they were threatened by brutal invaders. Yet others say that tarot were invented by the Gypsies, then thought to be Egyptians. Alas, neither of these theories are true!
Tarot
Tarot
Helen Farley
This final volume of Religion, the Occult and the Paranormal is mostly concerned with how the supernatural is finding form in popular culture, in everyday life and among the youth with their apparently insatiable appetite for all that is different, macabre, alien or sitting outside of normal society. Film franchises based on paranormal themes are among the biggest grossing films of all time. The Harry Potter franchise appeals to both adults and children alike, as does the Lord of the Rings franchise. These movies are invariably released at holiday time so parents can take their children, buy them some themed merchandise and escort them to various dress-up events populated by hundreds of small Harry Potters and Hermione Grangers. Religious and supernatural ideas are integral to the appeal of these movies. Several chapters of this volume explore that unlikely relationship. The current also flows in the other direction with popular culture providing the stuff of emerging religions. Most are familiar with Jediism, drawing its inspiration from the Star Wars franchise and the noble ideals of the Jedi Knights.
Introduction to Volume IV
Introduction to Volume IV
Helen Farley
The first volume of this series has equipped us with the methodological tools for examining the occult and paranormal. The second has shown us that these themes have been present since the earliest times. This third volume of the Religion, the Occult, and the Paranormal provides examples of some of the rich diversity of ideas, practices and groups engaged in various ways with these supernatural considerations. Occult practices and ideas around the paranormal are found within each of the major world religions, often in connection with the more mythical aspects of those traditions. Bibliomancy, or divination using books, thrives within many forms of Christianity, Islamic theology is resplendent with jinns that can intervene in everyday life, and no process is more mysterious than the divinatory practices that foretell the next Dalai Lama in the “Yellow Hat” school of Tibetan Buddhism. Some of the chapters presented herein will explore just some of those crevices in South Asian religions.
Introduction to Volume III
Introduction to Volume III
Helen Farley
The existence of the 'primal horde' is central to Sigmund Freud's theories on the beginnings of totemism and incest taboo in humankind. In this paper we begin by considering Freud's theory and examining his sources namely J. J. Atkinson and in particular Charles Darwin. By Freud's own admission, the 'primal horde' had never been observed. We investigate the possibility that such a structure ever existed. We consider the evidence as sourced from Charles Darwin and examine the possibility that Darwin's words were misinterpreted. Freud's idea of the 'primal horde' was generally accepted in anthropological circles in the early twentieth century as evidenced by Geza Roheim's enthusiastic support. We review how this theory lost favour in later times by considering the opinion of William Schmidt.
Freud’s Primal Horde: Fact or Fiction?
Freud’s Primal Horde: Fact or Fiction?
Helen Farley
The first tarot decks, beautifully hand-painted in the courts of Northern Italy in the fifteenth century, boasted wonderful images of cherubim and angels, mysterious landscapes and many enigmatic figures wearing glorious robes of gold. At first glance, it would appear that the image of the mother was absent from these original decks. Though maternal images and themes were not explicit, I will argue that the mother has always been present in the tarot deck in some form, though admittedly a portrayal of maternity was not the foremost purpose of these cards. In the trumps, women appeared as feminine personifications of the moon and astrology, the Theological and Cardinal Virtues, as the Popess (in more recent times known as the High Priestess), and as the Empress. Further, it was usually a woman who ruled over the World trump, typically the most powerful card in the deck. It was for the game of tarot that Queens were first added to the all-masculine court of King, Knight and Jack. By examining the likely identities of the female figures illustrated in Renaissance and subsequent decks, their status in the trump hierarchy and their subsequent divinatory meanings, I will argue that over nearly five hundred years, the role of the 'mother' in tarot has become increasingly significant. In conclusion, I will demonstrate how the image of the mother has become explicit and integral in any New Age divinatory tarot decks, some entirely focused around the idea of the archetypal 'mother'.
The Evolution of the ‘Mother’ in Tarot
The Evolution of the ‘Mother’ in Tarot
Helen Farley
My CV as of the end of April 2024
Holdier Curriculum Vitae (April 2024).pdf
Holdier Curriculum Vitae (April 2024).pdf
agholdier
Python notes for Unit 1 Avanthi PG College
Python Notes for mca i year students osmania university.docx
Python Notes for mca i year students osmania university.docx
Ramakrishna Reddy Bijjam
More Related Content
More from Helen Farley
It is easy to focus on how education prepares learners for employment upon release from custody. Yet the benefits go far beyond this. This presentation examines some of the changes we see in prisoners engaged with education.
More than employment: The benefits of education in corrections
More than employment: The benefits of education in corrections
Helen Farley
Ara Poutama is working with our neurodiverse learners to help them understand their challenges and celebrate their strengths.
Supporting Neurodiverse Learners in New Zealand Prisons
Supporting Neurodiverse Learners in New Zealand Prisons
Helen Farley
This presentation reflects on the challenges with delivering higher education into prisons.
It's an Arms Race: A Perspective from a Higher Education Partner
It's an Arms Race: A Perspective from a Higher Education Partner
Helen Farley
Universities and other education institutions are increasingly turning to technology for the delivery of their courses and programmes. But what happens when their learners are incarcerated?
Using emerging digital technology for learning in prisons
Using emerging digital technology for learning in prisons
Helen Farley
The lockdowns associated with the COVID-19 pandemic had a significant impact on the soundscapes around the planet ...
What does quiet mean to you?
What does quiet mean to you?
Helen Farley
This is a helpful guide for working with adults with Auditory Processing Disorder (APD).
Working with Adults with Auditory Processing Disorder
Working with Adults with Auditory Processing Disorder
Helen Farley
This presentation looks at neurodiversity within corrections in New Zealand. Neurodiversity is often viewed negatively, yet it is often the hallmark of original and creative thinkers.
Neurodiversity
Neurodiversity
Helen Farley
• Working with jurisdictions to introduce technologies: Sceptics and advocates • Winning hearts and minds: Working with custodial • Security considerations: Learning what can be dangerous • Third party security certifications • What can go wrong and how to prevent it • The role of dynamic security • Making it sustainable
Introducing digital technologies into prisons: Issues and challenges
Introducing digital technologies into prisons: Issues and challenges
Helen Farley
In juvenile justice, detainees are often suffering from multiple layers of disadvantage. This presentation presents a potential project to help address some of these issues and help keep people out of detention.
The role of education in reducing recidivism
The role of education in reducing recidivism
Helen Farley
Virtual worlds (VWs) are providing welcome opportunities for the development of innovative curricula for tertiary educators. These environments potentially allow them to give their students authentic learning experiences that resemble real life tasks and scenarios. In addition, virtual worlds are extremely useful when training students to perform tasks that are too expensive or dangerous to perform in real life (Adams, Klowden, & Hannaford, 2001). Well-designed simulations implemented in these environments can provide risk-averse and cost-effective simulations of authentic contexts that can facilitate optimal learning, especially when enhanced with the capability for tactile precision and haptic feedback. This chapter, while acknowledging the enormous potential of virtual worlds for higher education, will investigate the range of challenges also associated with implementing these environments into curricula. These include the use of appropriate pedagogical models and the large learning curve for novice users. The chapter will conclude with a discussion of how these challenges can be mitigated, taking into account the latest technical developments in virtual worlds and associated hardware.
Virtual Worlds in Higher Education: The Challenges, Expectations and Delivery
Virtual Worlds in Higher Education: The Challenges, Expectations and Delivery
Helen Farley
In the decade and a half since the beginning of the new millennium, mobile computing technologies have evolved rapidly, enabling increasingly sophisticated methods of communication and interaction. As a result of the incremental improvements in design, tendency towards reduced size, increased functionality, improvements in data storage capability, and the reliability and ubiquity of the networks that support them, mobile technologies are increasingly perceived as essential to the conduct of people’s everyday lives (Evans-Cowley, 2010).
Evaluation of mobile teaching and learning projects, introduction
Evaluation of mobile teaching and learning projects, introduction
Helen Farley
Mobile learning is a very exciting approach to learning that has the possibility of changing nursing education, providing learning to nurses when and where they need it and in a manner that will achieve positive learning outcomes. Coming from an apprenticeship model in the military, nurses have traditionally learnt by seeing and then doing. Mobile learning through means such as You Tube and augmented reality offer the best of this traditional way of learning combined with time and cost efficient means of technology use and greater theoretical knowledge. Reaching nurses in rural and isolated communities is also possible through these means. This is achieved through the use of SMS and online learning, that is able to be used at a time and place suitable for the nurse, enabling them to include learning within their lives in a way that suits them. Many isolated trials have occurred in nursing education over the years, starting with the use of PDA’s and although many have shown success there is not a great deal of research been conducted in the use of mobile education in nursing. Considering this research was conducted using a grounded theory approach that investigated nurse’s current use of mobile technology and their beliefs around mobile learning. The study also explored how and when nurses are undertaking continuing education, with the discovery of how they personally resource their learning. When looking at trials of mobile learning within nursing education, it is apparent from these trials and the study that nurses are ready for mobile learning and that mobile learning shows great potential as a method for education within the nursing profession.
Mobile learning initiatives in nursing education
Mobile learning initiatives in nursing education
Helen Farley
Mobile learning has been adopted to a varying extent across the countries of Southeast Asia. Though mobile learning initiatives in the UK, Europe, the United States and Australia are well-documented, much less in known is known about mobile learning initiatives in Southeast Asia. This region is culturally and economically diverse, containing both developed countries such as Singapore and developing countries including East Timor. This range of economic development means that the penetration of telecommunications technologies, including infrastructure to support mobile and internet networks, varies vastly and the extent to which this technology is used for learning, similarly varies. This chapter begins with an examination of the mobile device market penetration in the various countries of Southeast Asia and the particular demographics of those users. Internet censorship potentially will impact on mobile learning initiatives in some countries and this is examined briefly. The status of mobile learning in a cross-section of Southeast Asian countries will be examined, with a particular focus on government policies, critical infrastructure and notable mobile learning initiatives. The chapter concludes with a review of the enablers and barriers to mobile learning in Southeast Asia and a look at future directions.
Mobile learning in Southeast Asia: Opportunities and challenges
Mobile learning in Southeast Asia: Opportunities and challenges
Helen Farley
Mobile learning is viewed by many institutional leaders as the solution for a student cohort that is demanding an increasingly flexibility in study options. These students are fitting study around other aspects of their lives including work and caring responsibilities, or they are studying at a geographical location far removed from the university campus. With ubiquitous connectivity available in many parts of the world and with the incremental improvements in design and affordability of mobile devices, many students are using mobile technologies to access course materials and activities. Even so, there are relatively few formal mobile learning initiatives underway and even fewer evaluations of those initiatives. This is significant because without a rigorous evaluation of mobile learning, it is impossible to determine whether it provides a viable and cost-effective way of accessing courses for both the student and the institution. This chapter examines the broad groupings of uses for mobile devices for learning, before considering the evaluation frameworks that are currently in use. The characteristics, affordances and issues of these frameworks are briefly discussed. A project to develop a Mobile Learning Evaluation Framework is introduced, which will consider evaluation from four aspects: 1) Pedagogical (Learning); 2) Pedagogical (Teaching); 3) Technical; and 4) Organizational.
Moving towards the effective evaluation of mobile learning initiatives in hig...
Moving towards the effective evaluation of mobile learning initiatives in hig...
Helen Farley
The healthcare industry is rapidly evolving in tandem with a demand for increased flexibility in the delivery of education in our fast-paced society. As a result, the passive reception of content by students, delivered by an expert from the front of the class, is becoming increasingly redundant. Students are now being taught, ubiquitous connectivity allowing widespread access to online materials (Collier, Gray, & Ahn, 2011). Programs such as nursing are often offered in an external, online delivery mode (Wright, 2013). Due to an increasingly aging population, healthcare is by far one of the fastest-growing industries, and graduate job seekers choosing to enter healthcare, will need to ensure they have developed sound digital literacies, particularly as they apply to professional communication. It is imperative that students develop and leverage emerging communication technologies as part of their portfolio prior to seeking employment (Clark, 2009; Hargittai & Litt, 2013).
Digital Skills in Healthcare Practice
Digital Skills in Healthcare Practice
Helen Farley
Tarot is central to the philosophies of the New Age. If you look in any of the numerous popular books about tarot, you will read that ancient Egyptians encoded their secrets into these mysterious cards when they were threatened by brutal invaders. Yet others say that tarot were invented by the Gypsies, then thought to be Egyptians. Alas, neither of these theories are true!
Tarot
Tarot
Helen Farley
This final volume of Religion, the Occult and the Paranormal is mostly concerned with how the supernatural is finding form in popular culture, in everyday life and among the youth with their apparently insatiable appetite for all that is different, macabre, alien or sitting outside of normal society. Film franchises based on paranormal themes are among the biggest grossing films of all time. The Harry Potter franchise appeals to both adults and children alike, as does the Lord of the Rings franchise. These movies are invariably released at holiday time so parents can take their children, buy them some themed merchandise and escort them to various dress-up events populated by hundreds of small Harry Potters and Hermione Grangers. Religious and supernatural ideas are integral to the appeal of these movies. Several chapters of this volume explore that unlikely relationship. The current also flows in the other direction with popular culture providing the stuff of emerging religions. Most are familiar with Jediism, drawing its inspiration from the Star Wars franchise and the noble ideals of the Jedi Knights.
Introduction to Volume IV
Introduction to Volume IV
Helen Farley
The first volume of this series has equipped us with the methodological tools for examining the occult and paranormal. The second has shown us that these themes have been present since the earliest times. This third volume of the Religion, the Occult, and the Paranormal provides examples of some of the rich diversity of ideas, practices and groups engaged in various ways with these supernatural considerations. Occult practices and ideas around the paranormal are found within each of the major world religions, often in connection with the more mythical aspects of those traditions. Bibliomancy, or divination using books, thrives within many forms of Christianity, Islamic theology is resplendent with jinns that can intervene in everyday life, and no process is more mysterious than the divinatory practices that foretell the next Dalai Lama in the “Yellow Hat” school of Tibetan Buddhism. Some of the chapters presented herein will explore just some of those crevices in South Asian religions.
Introduction to Volume III
Introduction to Volume III
Helen Farley
The existence of the 'primal horde' is central to Sigmund Freud's theories on the beginnings of totemism and incest taboo in humankind. In this paper we begin by considering Freud's theory and examining his sources namely J. J. Atkinson and in particular Charles Darwin. By Freud's own admission, the 'primal horde' had never been observed. We investigate the possibility that such a structure ever existed. We consider the evidence as sourced from Charles Darwin and examine the possibility that Darwin's words were misinterpreted. Freud's idea of the 'primal horde' was generally accepted in anthropological circles in the early twentieth century as evidenced by Geza Roheim's enthusiastic support. We review how this theory lost favour in later times by considering the opinion of William Schmidt.
Freud’s Primal Horde: Fact or Fiction?
Freud’s Primal Horde: Fact or Fiction?
Helen Farley
The first tarot decks, beautifully hand-painted in the courts of Northern Italy in the fifteenth century, boasted wonderful images of cherubim and angels, mysterious landscapes and many enigmatic figures wearing glorious robes of gold. At first glance, it would appear that the image of the mother was absent from these original decks. Though maternal images and themes were not explicit, I will argue that the mother has always been present in the tarot deck in some form, though admittedly a portrayal of maternity was not the foremost purpose of these cards. In the trumps, women appeared as feminine personifications of the moon and astrology, the Theological and Cardinal Virtues, as the Popess (in more recent times known as the High Priestess), and as the Empress. Further, it was usually a woman who ruled over the World trump, typically the most powerful card in the deck. It was for the game of tarot that Queens were first added to the all-masculine court of King, Knight and Jack. By examining the likely identities of the female figures illustrated in Renaissance and subsequent decks, their status in the trump hierarchy and their subsequent divinatory meanings, I will argue that over nearly five hundred years, the role of the 'mother' in tarot has become increasingly significant. In conclusion, I will demonstrate how the image of the mother has become explicit and integral in any New Age divinatory tarot decks, some entirely focused around the idea of the archetypal 'mother'.
The Evolution of the ‘Mother’ in Tarot
The Evolution of the ‘Mother’ in Tarot
Helen Farley
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