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.
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).
Virtual Worlds in Higher Education: The Challenges, Expectations and DeliveryHelen 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.
How Do Students Use Their Mobile Devices to Support Learning? A Case Study fr...Helen Farley
Though universities are eager to leverage the potential of mobile learning to provide learning flexibly, most balk at the cost of providing students with mobile hardware. The practice of ‘bring your own device’ (BYOD) is often mooted as a cost-effective alternative. This paper provides a snapshot of student ownership of mobile devices at a regional Australian university. Our research shows that students do have access to and use a wide range of devices. However, the delivery of learning is challenged when students try to access materials and activities using these devices. Course materials are rarely optimised for use on smartphones, navigating websites and learning management systems becomes a scrolling nightmare, and interacting with other students is often impractical using prescribed systems. Most concerning is that none of the students surveyed were participating in educator-led mobile learning initiatives. The paper concludes with the proposal of some practical, low-cost tactics that educators could potentially employ to begin engaging with mobile learning, leveraging what students already do.
WEB-BASED LEARNING IN PERIODS OF CRISIS: REFLECTIONS ON THE IMPACT OF COVID-19ijcsit
Education systems and its actors are generally responding to quarantine and large-scale shutdown (partial) of cities with a sudden shift to Web-Based Learning. However, given that a pandemic of this nature and scale is novel, there is a knowledge gap as to how teachers and learners should respond to the shift, and what the likely impact and the key considerations should be. This study aims to extrapolate and theorize from the existing knowledgebase about the use of Web-Based Learning, as well as from an expert and practitioner wisdom and experience, to offer high-level guidance for policymakers and education system actors that are forced to make decisions in fast-moving and very challenging circumstances with little guidance or relevant experience. It is an early attempt at theorizing the impact of the pandemic on two key actors (Learners and Teachers) and one interface (Content), all across eight dimensions of learning. The analysis is based on Khan’s (2001) dimension of Web-Based Learning and Anderson’s (2011) Model of Online Learning. Overall, we posit based on experience and practice, that the pandemic has delivered severe shocks to both the demand and supply side of Web-Based Learning, with Leaners, Teachers, and Content all significantly affected. While we hypothesize a general drop in the quality of teaching and learning in the short run, we expect the opposite to be the case in the long run, when the demand and supply side self-correct, albeit guided by strong government and market institutions.
Education systems and its actors are generally responding to quarantine and large-scale shutdown (partial) of cities with a sudden shift to Web-Based Learning. However, given that a pandemic of this nature and scale is novel, there is a knowledge gap as to how teachers and learners should respond to the shift, and what the likely impact and the key considerations should be. This study aims to extrapolate and theorize from the existing knowledgebase about the use of Web-Based Learning, as well as from an expert and practitioner wisdom and experience, to offer high-level guidance for policymakers and education system actors that are forced to make decisions in fast-moving and very challenging circumstances with little guidance or relevant experience. It is an early attempt at theorizing the impact of the pandemic on two key actors (Learners and Teachers) and one interface (Content), all across eight dimensions of learning. The analysis is based on Khan’s (2001) dimension of Web-Based Learning and Anderson’s (2011) Model of Online Learning. Overall, we posit based on experience and practice, that the pandemic has delivered severe shocks to both the demand and supply side of Web-Based Learning, with Leaners, Teachers, and Content all significantly affected. While we hypothesize a general drop in the quality of teaching and learning in the short run, we expect the opposite to be the case in the long run, when the demand and supply side self-correct, albeit guided by strong government and market institutions.
Digital technologies for learning in prison: what one Australian university i...Helen Farley
In most Australian correctional jurisdictions, prisoners are not allowed access to the internet precluding them from participating in higher education online. Making the Connection is an Australian government funded project which is taking digital technologies, that don’t require internet access, into prisons to enable prisoners to enroll in a suite of pre-tertiary and undergraduate programs. A version of the University of Southern Queensland’s learning management system has been installed onto the education server of participating prisons. The second stage of the project will see notebook computers preloaded with the learning management system and course materials, allocated to participating prisoners. At the time of writing, the project has been deployed at thirteen sites in Queensland and Western Australia, with a further three sites coming on board in time for semester I 2016 and negotiations underway for further rollout to Victoria, New South Wales, South Australia, Tasmania, the ACT and the Northern Territory.
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).
Virtual Worlds in Higher Education: The Challenges, Expectations and DeliveryHelen 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.
How Do Students Use Their Mobile Devices to Support Learning? A Case Study fr...Helen Farley
Though universities are eager to leverage the potential of mobile learning to provide learning flexibly, most balk at the cost of providing students with mobile hardware. The practice of ‘bring your own device’ (BYOD) is often mooted as a cost-effective alternative. This paper provides a snapshot of student ownership of mobile devices at a regional Australian university. Our research shows that students do have access to and use a wide range of devices. However, the delivery of learning is challenged when students try to access materials and activities using these devices. Course materials are rarely optimised for use on smartphones, navigating websites and learning management systems becomes a scrolling nightmare, and interacting with other students is often impractical using prescribed systems. Most concerning is that none of the students surveyed were participating in educator-led mobile learning initiatives. The paper concludes with the proposal of some practical, low-cost tactics that educators could potentially employ to begin engaging with mobile learning, leveraging what students already do.
WEB-BASED LEARNING IN PERIODS OF CRISIS: REFLECTIONS ON THE IMPACT OF COVID-19ijcsit
Education systems and its actors are generally responding to quarantine and large-scale shutdown (partial) of cities with a sudden shift to Web-Based Learning. However, given that a pandemic of this nature and scale is novel, there is a knowledge gap as to how teachers and learners should respond to the shift, and what the likely impact and the key considerations should be. This study aims to extrapolate and theorize from the existing knowledgebase about the use of Web-Based Learning, as well as from an expert and practitioner wisdom and experience, to offer high-level guidance for policymakers and education system actors that are forced to make decisions in fast-moving and very challenging circumstances with little guidance or relevant experience. It is an early attempt at theorizing the impact of the pandemic on two key actors (Learners and Teachers) and one interface (Content), all across eight dimensions of learning. The analysis is based on Khan’s (2001) dimension of Web-Based Learning and Anderson’s (2011) Model of Online Learning. Overall, we posit based on experience and practice, that the pandemic has delivered severe shocks to both the demand and supply side of Web-Based Learning, with Leaners, Teachers, and Content all significantly affected. While we hypothesize a general drop in the quality of teaching and learning in the short run, we expect the opposite to be the case in the long run, when the demand and supply side self-correct, albeit guided by strong government and market institutions.
Education systems and its actors are generally responding to quarantine and large-scale shutdown (partial) of cities with a sudden shift to Web-Based Learning. However, given that a pandemic of this nature and scale is novel, there is a knowledge gap as to how teachers and learners should respond to the shift, and what the likely impact and the key considerations should be. This study aims to extrapolate and theorize from the existing knowledgebase about the use of Web-Based Learning, as well as from an expert and practitioner wisdom and experience, to offer high-level guidance for policymakers and education system actors that are forced to make decisions in fast-moving and very challenging circumstances with little guidance or relevant experience. It is an early attempt at theorizing the impact of the pandemic on two key actors (Learners and Teachers) and one interface (Content), all across eight dimensions of learning. The analysis is based on Khan’s (2001) dimension of Web-Based Learning and Anderson’s (2011) Model of Online Learning. Overall, we posit based on experience and practice, that the pandemic has delivered severe shocks to both the demand and supply side of Web-Based Learning, with Leaners, Teachers, and Content all significantly affected. While we hypothesize a general drop in the quality of teaching and learning in the short run, we expect the opposite to be the case in the long run, when the demand and supply side self-correct, albeit guided by strong government and market institutions.
Digital technologies for learning in prison: what one Australian university i...Helen Farley
In most Australian correctional jurisdictions, prisoners are not allowed access to the internet precluding them from participating in higher education online. Making the Connection is an Australian government funded project which is taking digital technologies, that don’t require internet access, into prisons to enable prisoners to enroll in a suite of pre-tertiary and undergraduate programs. A version of the University of Southern Queensland’s learning management system has been installed onto the education server of participating prisons. The second stage of the project will see notebook computers preloaded with the learning management system and course materials, allocated to participating prisoners. At the time of writing, the project has been deployed at thirteen sites in Queensland and Western Australia, with a further three sites coming on board in time for semester I 2016 and negotiations underway for further rollout to Victoria, New South Wales, South Australia, Tasmania, the ACT and the Northern Territory.
Open educational resources in criminal justice power pointBillOverby1
A presentation on the benefits and challenges of using open educational resources in criminal justice research applications. There are six benefits documented and five challenges shown.
Tackling Assumptions and Expectations; Implementing Technology in Higher Education........................................ 1
Teri Taylor
The Virtual Management of Schools ................................................................................................................................. 14
Dr. Esteban Vázquez-Cano and Dr. Eloy López-Meneses
Course Contents Analysis of Students’ Academic Performance in Basic Electronics.................................................. 25
Aina Jacob Kola and Akintunde, Zacchaeus Taiwo
Modified Useful-Learning Approach: Effects on Students‘ Critical Thinking Skills and Attitude towards
Chemistry .............................................................................................................................................................................. 35
Arlyne C. Marasigan, Allen A. Espinosa
Effects of Music on the Spatial Reasoning Skills of Grade-One Pupils ......................................................................... 73
Desiree B. Castillo, Czarlene Kaye San Juan, Maria Robelle Tajanlangit, Irish Pauline Ereño, Maria Julia Serino, Catherine
Tayo and Allen A. Espinosa
Impact of Organizational Commitment and Employee Performance on the Employee Satisfaction ....................... 84
Naveed Ahmad, Nadeem Iqbal, Komal Javed and Naqvi Hamad
A Multivariate Analysis (MANOVA) of where Adult Learners Are in Higher Education ........................................ 93
Gail D. Caruth
Group Communication and Interaction in project-based Learning: The Use of Facebook in a Taiwanese EFL
Context ................................................................................................................................................................................. 108
Wan-Jeng Chang
Computer Based Training and Leaning under the Influence of the COVID 19 Pande...ijtsrd
The article investigates computer based training during the COVID 19 pandemic in South Africa's Institutions of Higher Learning, as well as assess the feasibility of Computer Based Learning in the post COVID era. The data was gathered through the use of desk top research by looking at how various South African university institutions have made CBT an important learning and teaching tool when it comes to copying with the politics that came about with lockdowns such as the closure of schools as a way to manage the spread of the pandemic. The study reveals that, the emergent appearance of the COVID 19 pandemic in South Africa, saw an increased usage of computers and mobile phones as an alternative learning tool which could eventually replace face to face learning. It is however revealed that, the success of computer based training and learning heavily relies on efficiency and reliability of computer infrastructure, reliable internet connectivity as well as knowledge of computer technology by instructors and learners. The research is however, limited to the confines and experiences of South African educators and learners and concludes by giving recommendations on how these challenges can be solved. Nana Owusu Atta Yeboah | Sun Yuan | Liu Xuan "Computer-Based Training and Leaning under the Influence of the COVID-19 Pandemic: A Case of South African Institutions of Higher Learning" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47689.pdf Paper URL : https://www.ijtsrd.com/home-science/education/47689/computerbased-training-and-leaning-under-the-influence-of-the-covid19-pandemic-a-case-of-south-african-institutions-of-higher-learning/nana-owusu-atta-yeboah
An Off-The-Shelf Mobile App Portfolio for Distance EducationRamesh C. Sharma
Mobile technology has become a near-necessity in our modern lives, be it professional, personal and social. It is then not surprising to see mobile technology play a key role in how we are educated as well. To this extent, Mobile Learning (mLearning) has gained much significance over the past few years. With the design of new pedagogies and paradigm shifts, mLearning has become a new academic discipline on its own with a focus on the use of bespoke mobile technologies such as purpose built mobile apps to achieve the set learning outcomes. However, the design, development and implementation of such bespoke technologies require a substantial investmentboth monetarily and time wise. Many Distance Education (DE) practitioners would not have this privilege in terms of delivering their courses. In contrast, there are thousands of mobile applications available for free which can be leveraged to deliver a DE course more effectively and efficiently. In this light, Ishan Abeywardena introduces how these off-the-shelf applications can be systematically incorporated into each stage of the learning process.
A Review on Mobile Cloud Learning In Higher EducationIJERA Editor
Versatile cloud taking in, a blend of portable learning and distributed computing, is a moderately new idea that
holds significant guarantee for future advancement and conveyance in the instruction parts. Distributed
computing offers portable realizing some assistance with overcoming deterrents identified with versatile
processing. The principle center of this paper is to investigate how distributed computing changes conventional
versatile learning. A contextual analysis of the use of Moodle in the cloud by means of portable learning in
Khalifa University was directed.
Traditional Learning to e-learning
There are also plans to set up eClassrooms to reduce the requirement of faculty and increase the number of students each professor can take at postgraduate level.
Indian Medical Times Sat 23 May 2015
Engaging prisoners in education: Reducing risk and recidivismHelen Farley
Engaging prisoners in education is one of range of measures that could alleviate risk in prisons. For prisoners, the main challenge with incarceration is monotony, often leading to frustration, raising the risk of injury for staff and other prisoners. This article investigates how prisoner engagement in education can help alleviate risk in prisons through relieving monotony and by promoting critical thinking skills. It concludes by exploring projects undertaken in Australia and the UK to introduce digital technologies into prisons to allow access to higher education. This increased access to learning could help realize the benefits of reduced risk and decreased recidivism rates.
Theorising technology in education: an introduction Cristina Costa,Michael Ha...eraser Juan José Calderón
Theorising technology in education: an introduction Cristina Costa,Michael Hammond &Sarah Younie.
GUEST EDITORIAL
Theorising technology in education: an introduction This is a special issue of Technology, Pedagogy and Education which showcases the application of a range of theories in the conceptualisation and analysis of educational technology. In this introduction we describe what led us to organise this issu
Barriers to the integration and adoption of ICT in Developing CountriesKhalid Md Saifuddin
Invited talk at "Africa Panel: potentials & problems related to ICT in Africa with a focus on mobile". Panel members: Sudhir Dixit, dir. HP, USA
Mona Dahms, Associate Prof., AAU
Md. Saifuddin Khalid, Assistant Prof., AAU
Idongesit Williams, PhD fellow, AAU
e-Learning Incarcerated: Prison Education and Digital InclusionHelen Farley
This paper explores an Australian trial of mobile learning technologies, including internet-independent eBook readers loaded with tertiary preparation materials, which attempted to improve access to tertiary courses and pathways for incarcerated students. Attempts to close the digital gap for incarcerated students however reveal deeper and
persistent problems within the digitized and vocationalized university, economy, and society. While delivering economic
efficiencies and flexibility for some, the digital revolution may also be reducing opportunities for the most marginalized
of students such as incarcerated students and other groups without direct internet access. Education technology
interventions which aim to prepare incarcerated students for the digital knowledge economy must also consider the
situated context of the postmodern prison and the social, political and cultural practices and problems that emerge
around the technology. In the face of neoliberal undercurrents fueling the vocationalization of prison education it is
particularly necessary to recognize the inherent personal and social value of a humanities education. The challenge is to
ensure incarcerated students are not left behind in this digital age and to balance institutional prison priorities such as
order and security against opportunities for authentic and current learning experiences within the Humanities.
A global outlook to the interruption of education due to COVID-19 Pandemic: N...eraser Juan José Calderón
A global outlook to the interruption of education due to COVID-19 Pandemic: Navigating in a time of uncertainty and crisis.
Aras Bozkurt, Insung Jung, Junhong Xiao, Viviane Vladimirschi, Robert Schuwer, Gennady Egorov,
Sarah R. Lambert, Maha Al-Freih, Judith Pete, Don Olcott, Jr., Virginia Rodes, Ignacio Aranciaga, Maha
Bali, Abel V. Alvarez, Jr., Jennifer Roberts, Angelica Pazurek, Juliana Elisa Raffaghelli, Nikos
Panagiotou, Perrine de Coëtlogon, Sadik Shahadu, Mark Brown, Tutaleni I. Asino, Josephine
Tumwesige, Tzinti Ramírez Reyes, Emma Barrios Ipenza, Ebba Ossiannilsson, Melissa Bond, Kamel
Belhamel, Valerie Irvine, Ramesh C. Sharma, Taskeen Adam, Ben Janssen, Tatiana Sklyarova,
Nicoleta Olcott, Alejandra Ambrosino, Chrysoula Lazou, Bertrand Mocquet, Mattias Mano, Michael
Paskevicius
Abstract: Uncertain times require prompt reflexes to survive and this study is a collaborative reflex to
better understand uncertainty and navigate through it. The Coronavirus (Covid-19) pandemic hit hard
and interrupted many dimensions of our lives, particularly education. As a response to interruption of
education due to the Covid-19 pandemic, this study is a collaborative reaction that narrates the overall
view, reflections from the K12 and higher educational landscape, lessons learned and suggestions from
a total of 31 countries across the world with a representation of 62.7% of the whole world population. In
addition to the value of each case by country, the synthesis of this research suggests that the current
practices can be defined as emergency remote education and this practice is different from planned
practices such as distance education, online learning or other derivations. Above all, this study points
out how social injustice, inequity and the digital divide have been exacerbated during the pandemic and need unique and targeted measures if they are to be addressed. While there are support communities and mechanisms, parents are overburdened between regular daily/professional duties and emerging educational roles, and all parties are experiencing trauma, psychological pressure and anxiety to various
degrees, which necessitates a pedagogy of care, affection and empathy. In terms of educational
processes, the interruption of education signifies the importance of openness in education and highlights
issues that should be taken into consideration such as using alternative assessment and evaluation methods as well as concerns about surveillance, ethics, and data privacy resulting from nearly exclusive
Beyond standards: reimagining acoustic design in prisonsHelen 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.
More than employment: The benefits of education in correctionsHelen 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.
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A presentation on the benefits and challenges of using open educational resources in criminal justice research applications. There are six benefits documented and five challenges shown.
Tackling Assumptions and Expectations; Implementing Technology in Higher Education........................................ 1
Teri Taylor
The Virtual Management of Schools ................................................................................................................................. 14
Dr. Esteban Vázquez-Cano and Dr. Eloy López-Meneses
Course Contents Analysis of Students’ Academic Performance in Basic Electronics.................................................. 25
Aina Jacob Kola and Akintunde, Zacchaeus Taiwo
Modified Useful-Learning Approach: Effects on Students‘ Critical Thinking Skills and Attitude towards
Chemistry .............................................................................................................................................................................. 35
Arlyne C. Marasigan, Allen A. Espinosa
Effects of Music on the Spatial Reasoning Skills of Grade-One Pupils ......................................................................... 73
Desiree B. Castillo, Czarlene Kaye San Juan, Maria Robelle Tajanlangit, Irish Pauline Ereño, Maria Julia Serino, Catherine
Tayo and Allen A. Espinosa
Impact of Organizational Commitment and Employee Performance on the Employee Satisfaction ....................... 84
Naveed Ahmad, Nadeem Iqbal, Komal Javed and Naqvi Hamad
A Multivariate Analysis (MANOVA) of where Adult Learners Are in Higher Education ........................................ 93
Gail D. Caruth
Group Communication and Interaction in project-based Learning: The Use of Facebook in a Taiwanese EFL
Context ................................................................................................................................................................................. 108
Wan-Jeng Chang
Computer Based Training and Leaning under the Influence of the COVID 19 Pande...ijtsrd
The article investigates computer based training during the COVID 19 pandemic in South Africa's Institutions of Higher Learning, as well as assess the feasibility of Computer Based Learning in the post COVID era. The data was gathered through the use of desk top research by looking at how various South African university institutions have made CBT an important learning and teaching tool when it comes to copying with the politics that came about with lockdowns such as the closure of schools as a way to manage the spread of the pandemic. The study reveals that, the emergent appearance of the COVID 19 pandemic in South Africa, saw an increased usage of computers and mobile phones as an alternative learning tool which could eventually replace face to face learning. It is however revealed that, the success of computer based training and learning heavily relies on efficiency and reliability of computer infrastructure, reliable internet connectivity as well as knowledge of computer technology by instructors and learners. The research is however, limited to the confines and experiences of South African educators and learners and concludes by giving recommendations on how these challenges can be solved. Nana Owusu Atta Yeboah | Sun Yuan | Liu Xuan "Computer-Based Training and Leaning under the Influence of the COVID-19 Pandemic: A Case of South African Institutions of Higher Learning" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47689.pdf Paper URL : https://www.ijtsrd.com/home-science/education/47689/computerbased-training-and-leaning-under-the-influence-of-the-covid19-pandemic-a-case-of-south-african-institutions-of-higher-learning/nana-owusu-atta-yeboah
An Off-The-Shelf Mobile App Portfolio for Distance EducationRamesh C. Sharma
Mobile technology has become a near-necessity in our modern lives, be it professional, personal and social. It is then not surprising to see mobile technology play a key role in how we are educated as well. To this extent, Mobile Learning (mLearning) has gained much significance over the past few years. With the design of new pedagogies and paradigm shifts, mLearning has become a new academic discipline on its own with a focus on the use of bespoke mobile technologies such as purpose built mobile apps to achieve the set learning outcomes. However, the design, development and implementation of such bespoke technologies require a substantial investmentboth monetarily and time wise. Many Distance Education (DE) practitioners would not have this privilege in terms of delivering their courses. In contrast, there are thousands of mobile applications available for free which can be leveraged to deliver a DE course more effectively and efficiently. In this light, Ishan Abeywardena introduces how these off-the-shelf applications can be systematically incorporated into each stage of the learning process.
A Review on Mobile Cloud Learning In Higher EducationIJERA Editor
Versatile cloud taking in, a blend of portable learning and distributed computing, is a moderately new idea that
holds significant guarantee for future advancement and conveyance in the instruction parts. Distributed
computing offers portable realizing some assistance with overcoming deterrents identified with versatile
processing. The principle center of this paper is to investigate how distributed computing changes conventional
versatile learning. A contextual analysis of the use of Moodle in the cloud by means of portable learning in
Khalifa University was directed.
Traditional Learning to e-learning
There are also plans to set up eClassrooms to reduce the requirement of faculty and increase the number of students each professor can take at postgraduate level.
Indian Medical Times Sat 23 May 2015
Engaging prisoners in education: Reducing risk and recidivismHelen Farley
Engaging prisoners in education is one of range of measures that could alleviate risk in prisons. For prisoners, the main challenge with incarceration is monotony, often leading to frustration, raising the risk of injury for staff and other prisoners. This article investigates how prisoner engagement in education can help alleviate risk in prisons through relieving monotony and by promoting critical thinking skills. It concludes by exploring projects undertaken in Australia and the UK to introduce digital technologies into prisons to allow access to higher education. This increased access to learning could help realize the benefits of reduced risk and decreased recidivism rates.
Theorising technology in education: an introduction Cristina Costa,Michael Ha...eraser Juan José Calderón
Theorising technology in education: an introduction Cristina Costa,Michael Hammond &Sarah Younie.
GUEST EDITORIAL
Theorising technology in education: an introduction This is a special issue of Technology, Pedagogy and Education which showcases the application of a range of theories in the conceptualisation and analysis of educational technology. In this introduction we describe what led us to organise this issu
Barriers to the integration and adoption of ICT in Developing CountriesKhalid Md Saifuddin
Invited talk at "Africa Panel: potentials & problems related to ICT in Africa with a focus on mobile". Panel members: Sudhir Dixit, dir. HP, USA
Mona Dahms, Associate Prof., AAU
Md. Saifuddin Khalid, Assistant Prof., AAU
Idongesit Williams, PhD fellow, AAU
e-Learning Incarcerated: Prison Education and Digital InclusionHelen Farley
This paper explores an Australian trial of mobile learning technologies, including internet-independent eBook readers loaded with tertiary preparation materials, which attempted to improve access to tertiary courses and pathways for incarcerated students. Attempts to close the digital gap for incarcerated students however reveal deeper and
persistent problems within the digitized and vocationalized university, economy, and society. While delivering economic
efficiencies and flexibility for some, the digital revolution may also be reducing opportunities for the most marginalized
of students such as incarcerated students and other groups without direct internet access. Education technology
interventions which aim to prepare incarcerated students for the digital knowledge economy must also consider the
situated context of the postmodern prison and the social, political and cultural practices and problems that emerge
around the technology. In the face of neoliberal undercurrents fueling the vocationalization of prison education it is
particularly necessary to recognize the inherent personal and social value of a humanities education. The challenge is to
ensure incarcerated students are not left behind in this digital age and to balance institutional prison priorities such as
order and security against opportunities for authentic and current learning experiences within the Humanities.
A global outlook to the interruption of education due to COVID-19 Pandemic: N...eraser Juan José Calderón
A global outlook to the interruption of education due to COVID-19 Pandemic: Navigating in a time of uncertainty and crisis.
Aras Bozkurt, Insung Jung, Junhong Xiao, Viviane Vladimirschi, Robert Schuwer, Gennady Egorov,
Sarah R. Lambert, Maha Al-Freih, Judith Pete, Don Olcott, Jr., Virginia Rodes, Ignacio Aranciaga, Maha
Bali, Abel V. Alvarez, Jr., Jennifer Roberts, Angelica Pazurek, Juliana Elisa Raffaghelli, Nikos
Panagiotou, Perrine de Coëtlogon, Sadik Shahadu, Mark Brown, Tutaleni I. Asino, Josephine
Tumwesige, Tzinti Ramírez Reyes, Emma Barrios Ipenza, Ebba Ossiannilsson, Melissa Bond, Kamel
Belhamel, Valerie Irvine, Ramesh C. Sharma, Taskeen Adam, Ben Janssen, Tatiana Sklyarova,
Nicoleta Olcott, Alejandra Ambrosino, Chrysoula Lazou, Bertrand Mocquet, Mattias Mano, Michael
Paskevicius
Abstract: Uncertain times require prompt reflexes to survive and this study is a collaborative reflex to
better understand uncertainty and navigate through it. The Coronavirus (Covid-19) pandemic hit hard
and interrupted many dimensions of our lives, particularly education. As a response to interruption of
education due to the Covid-19 pandemic, this study is a collaborative reaction that narrates the overall
view, reflections from the K12 and higher educational landscape, lessons learned and suggestions from
a total of 31 countries across the world with a representation of 62.7% of the whole world population. In
addition to the value of each case by country, the synthesis of this research suggests that the current
practices can be defined as emergency remote education and this practice is different from planned
practices such as distance education, online learning or other derivations. Above all, this study points
out how social injustice, inequity and the digital divide have been exacerbated during the pandemic and need unique and targeted measures if they are to be addressed. While there are support communities and mechanisms, parents are overburdened between regular daily/professional duties and emerging educational roles, and all parties are experiencing trauma, psychological pressure and anxiety to various
degrees, which necessitates a pedagogy of care, affection and empathy. In terms of educational
processes, the interruption of education signifies the importance of openness in education and highlights
issues that should be taken into consideration such as using alternative assessment and evaluation methods as well as concerns about surveillance, ethics, and data privacy resulting from nearly exclusive
Beyond standards: reimagining acoustic design in prisonsHelen 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.
More than employment: The benefits of education in correctionsHelen 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.
Using emerging digital technology for learning in prisonsHelen 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?
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.
Introducing digital technologies into prisons: Issues and challengesHelen 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
The role of education in reducing recidivismHelen 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.
Evaluation of mobile teaching and learning projects, introductionHelen 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).
Mobile learning initiatives in nursing educationHelen 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 in Southeast Asia: Opportunities and challengesHelen 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.
Moving towards the effective evaluation of mobile learning initiatives in hig...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.
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!
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.
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.
Freud’s Primal Horde: Fact or Fiction?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.
The Evolution of the ‘Mother’ in TarotHelen 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'.
Editorial 28(3): Preface to the Special IssueHelen Farley
Virtual worlds (referred to by some as multi-user virtual environments or MUVEs) have generated much attention and interest among tertiary education practitioners and researchers in recent years, with many universities and colleges making use of commercial platforms like Second Life or building customised platforms using open tools and resources to suit the particular needs of their staff and students. While a number of other journals have published special issues centred around the topic of virtual worlds in education (e.g. Bell, Savin-Baden & Ward, 2008; Chandler,
Collinson, Crellin & Duke-Williams, 2009; de Freitas & Veletsianos, 2010; Hunsinger & Krotoski, 2010; Rea, 2009; Salmon & Hawkridge, 2009; Steinkuehler & Squire, 2009; Twining, 2010), a noticeable majority of the articles published in those issues have emanated from the United Kingdom and United States. In recognition of the considerable innovation, experimentation and dialogue that has been taking place in the virtual worlds arena across the tertiary education sector in Australasia (see Dalgarno, Lee, Carlson, Gregory & Tynan, 2011 for a snapshot), this special issue called for contributions from within the Australasian region, as well as from those
farther afield able to position their work against the Australasian context. Articles were requested that addressed theory, research and practical issues related to the
use of the technology in both higher and vocational education.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
Introducing technology for learning in prisons: meeting challenges and realising opportunities
1. 1
INTRODUCING TECHNOLOGY FOR LEARNING IN PRISONS: MEETING
CHALLENGES AND REALISING OPPORTUNITIES
Associate Professor Helen Farley1
University of Canterbury, New Zealand
Dr Jayson Ware2
University of Canterbury, New Zealand
Abstract
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.
Introduction
Amid the pandemic and subsequent lockdowns, people in prison often only left their cells for
short spans, while educational providers and other people from outside were prohibited from
accessing prisons. This pattern, further exacerbated by post-pandemic staffing shortages, has
been reported by jurisdictions globally (for example, see Schliehe, et al., 2022). Even in the
last half of 2023, educators are still unable to enter some prison sites, and educational
1
Email: helen.farley@canterbury.ac.nz
2
Email: jayson.ware@canterbury.ac.nz
2. 2
programming remains suspended in several locations. To overcome the isolation experienced
by people in prison, video conferencing was introduced to facilitate virtual visits from family
(Dallaire et al., 2021, Dünkel et al., 2022). While it appeared there would be an opportunity
to leverage these tools for education, the overwhelming demand for virtual visits coupled
with a lack of staff to supervise educational activities rendered this option unfeasible at most
sites. Even now, in person visits are less frequent than pre-pandemic levels in many
jurisdictions (Kremer, et al., 2022).
In the meantime, outside of prisons, the landscape of education is transitioning from in-
person instruction towards a paradigm that capitalizes on the affordances of educational
technologies (Bradley & Davies, 2021). However, within prisons, the strongly curtailed
access to the internet and technologies, creates significant barriers for people in prison to
effectively engage in the post-pandemic digital education revolution (Willems, Farley &
Garner, 2018).
Technology for learning
There exists a widespread consensus on the positive impact of education for people in prison,
with a concurrent recognition of the potential benefits that educational technologies could
bring. Educational initiatives within prisons generally rely on in-person instruction, facilitated
by external educators or those directly employed by the correctional jurisdiction. For
educators working within prisons, the avenues to reconnect with learners via educational
technologies are notably limited or non-existent (Jewkes & Reisdorf, 2016, Pulido, 2023).
The term 'security' is often used to justify the exclusion of educational technologies within
prisons (Farley & Doyle, 2014). Unregulated internet access is viewed as posing substantial
3. 3
risks to both the community and victims. The concern is that people in prison could exploit
social media to monitor victims or potential victims, access prohibited content related to their
crimes, or even engage in illicit business activities. While there are methods to mitigate these
risks, an overarching ban is frequently maintained (Farley & Doyle, 2014). Even so, in light
of staffing shortages, frequent lockdowns, the threat of future pandemics, and educational
institutions increasingly moving to the online space, correctional jurisdictions are more
willing than ever to consider these technologies.
Some considerations around technology for learning in prisons
The authors of this paper possess extensive experience within the academic realm,
conducting research on educational technologies, prisoner education, and spearheading
digital prison projects. Additionally, we have been employed in corrections agencies across
two countries, spanning multiple jurisdictions. Our collective background has exposed us to
remarkable achievements, as well as notable setbacks. It is from these insights and
experiences that we have crafted the following considerations around the adoption of
technologies for learning in prisons. Having waited this long to embrace technology, it is
crucial that jurisdictions do so carefully and deliberately with a view to future-proofing their
investments.
Don’t be overly reliant on computer labs; in-cell technologies are more useful
Normally, interactions between people of different security classifications are restricted. This
structure presents challenges for movement within the prison; people are unable to interact
even in shared spaces like walkways or classrooms. Organizing learner cohorts for classes
and computer labs becomes a significant obstacle, leading to limited or no time spent in these
4. 4
learning environments (Farley & Doyle, 2014). In addition, corrections officers are needed to
accompany learners to computer labs, supervise technology usage by people in prison, and at
times, act as the go-between for learners and prison education staff. The COVID-19
pandemic and its aftermath placed substantial strain on frontline corrections officers (Smith,
2022). Staffing shortages were commonplace as immunocompromised people were
prohibited from attending prison sites or staff contracted COVID-19. In addition, there were
altered protocols around isolating new arrivals into the prison, restrictions on movement
resulting in meals and resources being brought to people rather than having them move
around the prison. But with prisons globally grappling with understaffing issues, activities are
prioritized, and education tends to be lower down that list (Bradley & Davies, 2021).
The introduction of in-cell technologies, such as tablet computers or laptops, significantly
diminishes the need for prisoners to be constantly escorted around a facility to attend
computer labs (Hopkins & Farley, 2015). Tablets equipped with educational content eliminate
the necessity of physical movement for learning, making education more accessible and
efficient (Hart, 2023). This streamlined approach not only conserves resources but also
enhances security by reducing potential points of friction and conflict that may arise during
movement.
The use of in-cell technologies offers a valuable solution to multiple challenges faced by
incarcerated learners. They serve as a constructive and engaging means to occupy their time.
Tablets provide access to educational content, and resources, allowing prisoners to continue
their learning journeys even in isolation (Vaughn-Somervell, et al., 2023). This not only
5. 5
alleviates boredom but also fosters a sense of purpose and personal development within the
confines of their cells (Barkworth, et al., 2022).
It would be expensive to equip each person in prison with a device, especially when you
consider the cost of updating infrastructure, especially problematic if buildings are old
(Farley, 2022). However, it does futureproof jurisdictions against the negative consequences
of future pandemics and staffing shortages. It would allow teams to work from a central
location, while promoting dynamic security through alleviating the ‘pains of imprisonment.’
Dynamic Security is a guiding concept and operational approach in which staff prioritize the
establishment and nurturing of daily communication and interactions with people in prison. It
aims to provide those people with purposeful and meaningful activities while maintaining
effective security measures (Farley & Pike, 2016). Potentially, those costs would soon be
recouped through decreased travel costs to prison sites with teams housed centrally instead of
at satellite sites and with better outcomes for people in prison.
Whitelisting is time consuming and often unsustainable
Whitelisting involves curating a list of approved websites that people in prison can access,
while blocking all other website. It is used in many correctional jurisdictions which allow
internet access (Farley & Seymour, 2022). This approach contrasts with blacklisting, where
specific websites are blocked while others remain accessible. Whitelisting focuses on
permitting only pre-approved websites that are deemed safe and relevant for users. It helps
mitigate security risks, prevent unauthorized access to inappropriate content, and provides a
controlled experience for users. However, maintaining an up-to-date whitelist can be difficult
(Russo, et al., 2022).
6. 6
Whitelisting is a resource-intensive process due to several factors. Prisons need to ensure that
only authorized websites are accessible to incarcerated individuals, requiring scrutiny of each
website's content. Additionally, the dynamic nature of the internet, where websites frequently
update content and links, necessitates constant monitoring and updates to the whitelist
(Farley, 2022). Moreover, the limited access to the internet within prisons means that any
misstep in the process could have significant consequences, compromising security and
exposing people to inappropriate content. This demanding and time-consuming process
underscores the challenges that prisons face in providing controlled access to online resources
while maintaining a secure environment.
Implementing whitelisting for learners accessing online higher education presents unique
challenges. Whitelisting impedes the flexibility and diversity of online learning. This
education involves learners accessing a wide range of websites, including research journals,
and multimedia resources (see, Hillegas, et al., 2022). This requires extensive curation and
continuous updates to accommodate evolving curricula and learning needs (Farley & Pike,
2018). Additionally, higher education frequently relies on external sources and collaborations,
making it difficult to predict and control all relevant websites in advance. The stringent
oversight necessary for maintaining a reliable whitelist could hinder the fluidity of learning,
making it crucial to strike a balance between security and the accessibility of up-to-date
content for learners.
It could be that the extent of internet access could be tailored to the security classification of
the incarcerated learner. Blacklisting refers to the process by which access to specific internet
7. 7
sites, typically social media sites such as Facebook, are blocked. Those who have
demonstrated that they are committed to learning or rehabilitating, or who are nearing their
release could have relatively free access to the internet via blacklisting. This would also serve
to scaffold the learner as they learn to navigate the internet in preparation for release. For
those who have not earned that level of trust or who pose an unacceptably high risk, it is
possible that universities or other institutions could provide access to coursework through
networked servers (either at the university or the prison), but with no direct access to the
internet.
Don’t overestimate interoperability
Overestimating the interoperability of technology platforms can reveal unforeseen challenges
in prisons. Pieces of technology and software that should work in a complementary manner
often don’t, particularly if there are many slightly different versions of software platforms
and hardware platforms concurrently in use. A case in point arises with tablets using the
Android operating system which are commonly used across jurisdictions. Despite Android's
adaptable foundation, assuming seamless operation across every Android instance can be
fraught. Hardware variations and software versions among different devices can result in
compatibility issues (Bae, et al., 2019). Operating systems are optimised to work with
particular devices. As the hardware ages, updated software may not function optimally or at
all on those devices. Tablets within and outside prisons may not feature the same Android
version to support all educational applications. Moreover, the technology in prisons may not
receive the regular updates needed to keep apps working optimally. This hampers access to
vital resources for learners and undermines the effectiveness of initiatives. This underscores
8. 8
the need for rigorous testing to ensure the chosen technology platforms can fulfill their
intended purpose within prisons.
The challenges of interoperability are compounded by the limited understanding that
corrections ICT specialists sometimes possess regarding the specific requirements of
educational applications, hardware and software needs for effective. Similarly, educators and
administrators may find themselves making technology purchasing decisions without a
thorough understanding of the ICT requirements of external educational institutions. This
frequently leads to jurisdictions acquiring technologies that prove practically ineffective. This
leaves them scrambling to source tailor-made content to justify the purchase cost.
Alternatively, jurisdictions might find themselves restricted to procuring premium content
solely from the device's vendors. Most alarmingly, this scenario impedes the adoption of
more beneficial initiatives, as justifying further expenses becomes challenging when existing
technologies remain underutilized. Regrettably, we have observed this scenario play out in
numerous jurisdictions.
There is not one learning management system to rule them all
This point follows closely from the previous one. Challenges around interoperability arise
when jurisdictions prioritize obtaining a learning management system (LMS) for deployment
on their prisoner intranet, with the expectation that external educational institutions will
seamlessly integrate with it. While the intention behind this approach is to streamline
delivery, it underestimates the complexity of integrating different institutional systems.
Educational institutions have their own established LMS, workflows, and content formats
that may not align seamlessly with the corrections-specific system. Attempting to force
9. 9
external institutions to use an LMS designed for the unique needs of a corrections
environment can lead to compatibility issues, cumbersome processes, and limited
functionality. This underscores the importance of a collaborative approach which considers
the operational realities of external educational partners.
Regrettably, there are instances where technology providers overstate the interoperability of
systems, often due to their limited awareness of the challenges. A lack of awareness of the
extent of customization present in external LMS lie at the heart of this misunderstanding.
Universities and other providers create highly tailored instances of their LMS, incorporating
branding and refining functionalities to align with user requirements (Athaya, et al., 2021).
As a result, the assumptions made about seamless integration can be misguided, as the
specialized nature of these LMS hinder the compatibility between different systems.
One of us personally witnessed this when endeavoring to implement our university's
customized Moodle instance onto laptops for use across prisons. Our goal was to run
OpenLearn courses from the Open University in the UK, which were also built on the
Moodle platform (Pulki & Packer, 2021). Even though Moodle is an opensource learning
management system, universities routinely adapt and change that platform for their own
specific hardware configurations and branding. They will incorporate functionality from third
party providers. Though institutions may be using Moodle, their particular instances will not
resemble each other. Despite both institutions using Moodle, the courses proved to be
incompatible, revealing the complexities that can arise even when using seemingly similar
systems that were ‘theoretically’ compatible.
10. 10
As a result, external institutions are compelled to extract materials from their original LMS
and modify them to suit the jurisdictional system's requirements. However, jurisdictions
hesitate to allocate funds for this extra undertaking, misjudging the amount of effort required.
Additionally, due to challenges in enrolling enough incarcerated learners to make the effort
viable, institutions often opt to disengage from such endeavors.
This is a thorny issue to resolve. The only realistic way forward is to allow universities and
other educational institutions to make use of their own learning management systems. This
can be done by housing an instance of that system on an offline server or offline devices. This
was done in the University of Southern Queensland-led Making the Connection project
(Farley & Seymour, 2022). Another option would be to provide a restricted internet
connection or even an intranet to the educational institution so that they could still use their
own learning management system and other resources. This was done with TasTAFE and
Risdon Prison in Tasmania, Australia (Koudstaal, et al., 2009).
Technology is (relatively) easy; content is hard
Prioritizing the acquisition of technology without first considering the appropriate content
can lead to significant challenges and missed opportunities. While technologies offer the
potential to enhance education, the success of these initiatives hinge on the suitability of the
content. Blindly investing in technology without aligning it with tailored content can result in
underutilized devices. Moreover, without content that caters to the unique needs of
incarcerated learners, the potential for meaningful skill development, and preparation for
reintegration can be squandered.
Deploying technologies within prisons comes with its own set of challenges, yet these pale in
comparison to the complexities of retrofitting content to existing devices. The task of
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sourcing and adapting content for incarcerated learners is a formidable endeavor. The prison
population comprises a unique cohort, characterized by neurodiversities and trauma, which
can significantly impact learning (Gormley, 2022, McLauchlan & Farley, 2019). Though
populations outside of the prison context do exhibit some of the same characteristics, the
number of comorbidities and the overrepresentation of those with particular neurodiversities
such as FASD, ASD, TBI and so on are at much higher levels than any outside cohort.
Creating content that not only addresses these specific needs but also aligns with the
technologies is a balancing act. The inadequacy of one-size-fits-all educational materials is
writ large in prisons, where the learning environment is inherently complex. Therefore, while
the technological infrastructure is undoubtedly crucial, the quest for tailored and effective
educational content remains equally, if not more, challenging and essential.
Crafting customized multimedia-rich content is a costly endeavor, and learners, often with
ample time, tend to consume such content swiftly. As a result, the prudent approach is to
invest in off-the-shelf content packages that are designed externally. This approach reduces
the cost and ensures a steady supply of learning materials. Multimedia materials are crafted
and are commercially available for secondary and tertiary students, as well as for those
pursuing informal interests. Increasingly, materials are designed particularly for learners who
are neurodiverse (for example, see https://www.nurturingdyslexics.com). These inexpensive
packages can be mixed and matched to suit individual needs and consumed at a rate that
matches those needs and capabilities. This is only possible if using a common technology
platform that is compatible with appropriate software programs.
To maximise learning, use what’s on the outside.
12. 12
For optimal transferability of digital skills, incarcerated learners should engage with
technologies that align with what they will use once released, encompassing daily life, future
studies, and employment. Our recommendation is to employ Windows computers in
conjunction with Microsoft Office which are widely used across multiple contexts. Using
laptops in particular offers several benefits, allowing learners to use them in various settings,
including with peers or in the privacy of their cells. While learners may adopt Android-based
phones upon release due to their affordability, these are less likely to be used for work or
study. Those skills such as internet searching and using apps can still be achieved using
Windows devices and are readily transferable to another platform.
Moreover, learners should familiarize themselves with the usage of usernames and
passwords, while also receiving guidance on digital citizenship. Digital citizenship
encompasses the capacity to navigate digital landscapes safely and responsibly, along with
actively and respectfully participating in these virtual spaces (Choi, et al., 2017). This
education should encompass understanding how to safeguard personal identities and sensitive
information beyond prison walls (Davis & Ostini, 2019). Notably, a significant advantage lies
in equipping women with digital skills, enabling them to safeguard their bank accounts and
personal information, thus preventing them from falling victim to technology-related
violence. This empowerment through digital literacy can contribute to their security and
autonomy upon reintegration into society (Davis & Ostini, 2019).
Don’t support multiple systems
Using existing technology procurement relationships between correctional jurisdictions and
technology providers can yield a host of advantages, despite potentially entailing higher
13. 13
costs. The long-term benefits in terms of operational efficiency and streamlined management
can far outweigh upfront expenditures. By focusing on established technology providers with
proven track records, jurisdictions can tap into a wealth of expertise, support, and solutions
that have been tailored to their specific needs. An advantage of this approach lies in the
potential for enhanced interoperability. Technologies sourced from a single provider improves
the likelihood of seamless integration between different software and hardware elements.
This minimizes the risk of compatibility issues that can arise when dealing with disparate
technologies. Furthermore, centralizing technology relationships simplifies the landscape for
corrections agencies. Rather than navigating a complex web of vendor agreements, service
contracts, and support channels, the focus can be concentrated on nurturing a robust, all-
encompassing partnership with the chosen technology provider. This not only reduces
administrative burdens but streamlines decision-making processes, fostering quicker and
more effective responses to evolving technological needs.
On the flip side, complexities arise when jurisdictions grapple with a plethora of diverse
technologies, licenses, and refresh schedules. The risk of encountering compatibility issues,
operational inefficiencies, and disjointed strategies becomes more pronounced in such
scenarios. These challenges can be avoided by jurisdictions limiting the number of systems
they support.
Don’t have technology return to base for repair
Efficiently designed systems within prisons can significantly minimize the need for
centralized repairs, licensing, and maintenance of technology. A crucial aspect of this
philosophy involves empowering on-site staff with the skills necessary to resolve most
14. 14
technology-related issues. By providing comprehensive training and resources so that staff
can teach learners how to use the devices, but also to resolve most hardware and software
issues, jurisdictions can ensure that minor glitches and technical hiccups can be resolved
swiftly at the point of use. This decentralized approach educes the turnaround time for
resolving problems and alleviates the strain on central technology support teams. The
financial investment in staff training is recouped by not having to courier devices for
replacement or repair by specialised technicians.
Moreover, the implementation of a "hot spare" system adds an extra layer of efficiency to
technology management within prisons. This involves maintaining a pool of spare devices
that can be readily swapped in to replace malfunctioning equipment. This minimizes
disruptions to learners' access to technology, as faulty devices can be swiftly replaced without
causing extended downtime. As a result, the learning process remains relatively
uninterrupted, and learners can continue to engage with educational content without
unnecessary delays. This system of hot spares also ensures that the overall technology
environment remains consistent and functional.
Tablets are (often) not the ideal technology solution
An extensive options analysis should be undertaken to identify the optimal device for
deployment, taking into account the range of activities, including future activities, likely to be
undertaken (Farley, et al., 2016). For our projects, tablets were swiftly dismissed due to the
multitude of operating systems and the significant screen real estate compromised by virtual
keyboards. Our aim was also to guarantee that the digital proficiencies acquired by learners
15. 15
could seamlessly transition to the technologies encountered in post-release spaces (Farley, et
al., 2016).
Although tablets have gained popularity for leisure activities like browsing the internet or
watching movies, they might not be the optimal choice for education within prisons. While
the allure of sitting in front of a tablet and enjoying entertainment is undeniable, the
suitability of tablets for more complex tasks is limited. Tablets do not offer the full range of
software applications and features necessary for learners to actively participate in higher-level
learning. Tablets are better suited for passive content consumption rather than active content
creation, which is a critical component of fostering critical thinking, and problem-solving
skills. For example, writing a 3000-word essay is challenging using an on-screen keyboard on
a 7-inch tablet. The remaining screen real estate makes it difficult to get an overview on what
has been written. In addition, versions of software products adapted for use on tablets often
lack the range of features offered for Apple or Windows laptops. Finally, multitasking is
impossible on tablets and so it becomes impossible to use referencing software in conjunction
with a word-processing program.
Another key drawback lies in the practicality of using tablets for productive writing, largely
due to the onscreen keyboard which consumes a significant portion of the screen, making it
challenging to engage in tasks that require a larger workspace, such as composing essays,
working with complex documents, or conducting research (Farley, et al., 2014).
In addition, there is potential concern about how tablets could potentially prioritize profit
over education within prisons. Some correctional technology companies might focus on
16. 16
offering access to entertainment content for a fee, which could divert attention and resources
away from providing comprehensive education (see Bardelli, et al., 2023). This can steer
learners toward entertainment, rather than equipping them with the skills needed for
successful reintegration into society.
Promote digital literacies of prison staff, not just people in prison
Mere access to technology does not guarantee effective access to learning. In prisons, it is
essential for both educators and learners to comprehend how to use these technologies and
the rationale behind their usage. Staff who are digitally literate act as role models for learners,
able to scaffold them through their hesitant first steps towards their proficient use of
technology. The deficiency in digital literacies among both staff and learners impeded the
progress of our technology initiatives in prisons and had to be addressed with focused
instruction.
People in prison often come from marginalized communities and have already faced the
digital divide. Arriving in prison, they lack the skills and knowledge required for meaningful
engagement in the digital realm (Smith, Willems & Farley, 2021). This is further
compounded by the scarcity of modern technologies within prisons as they are not afforded
the opportunity to develop their digital literacy skills. This undermines the potential for
education to foster rehabilitation; digital literacy skills are vital for obtaining higher-level
employment opportunities. The absence of these skills confines former prisoners to low-
paying, predominantly manual jobs that have limited impact on reducing recidivism rates
(Bhuller, et al., 2020).
17. 17
Conclusion
The integration of technology for learning within prisons holds immense promise. Providing
incarcerated individuals with access to in-cell computers has the potential to address multiple
challenges while offering significant benefits. This approach allows them to stay engaged and
occupied while pursuing learning opportunities tailored to their own pace and preferences.
This need became apparent during the COVID-19 pandemic, which prompted lockdowns to
mitigate the spread of the virus. While the pandemic might be receding, its aftermath
remains, manifesting in staffing shortages and related operational difficulties in many
jurisdictions. Consequently, extended periods of time spent in cells, whether for security or
logistical reasons, remains a reality for a substantial number of incarcerated individuals.
These constraints on movement and interaction have reinforced the importance of providing
access to educational resources that can be accessed from within prison cells. Technology-
enabled learning not only occupies the time of people in prison constructively but also equips
them with valuable skills that can enhance their personal growth and chances of successful
reintegration into society upon release.
In our exploration of technology integration for education in prisons, we have highlighted a
series of often neglected factors that warrant thorough contemplation. Our intention in
emphasizing these considerations is to prompt reflection for those who are contemplating or
engaging in technology-driven initiatives within the prison education context. By addressing
these considerations, we aspire to contribute to more informed decision-making processes
and ultimately enhance the efficacy and success of technology-enabled learning endeavors in
prisons.
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Associate Professor Helen Farley is the Director of Criminal
Justice at the University of Canterbury | Te Whare Wānanga o
Waitaha in Ōtautahi Christchurch, Aotearoa New Zealand. She
is interested in prisons and corrections, with her research
focussed on prison education and training, technology for
learning in prisons, dynamic security, and neurodiversities in
the prison population. Before coming to the University of
Canterbury, Helen worked for Ara Poutama Aotearoa Department of Corrections New
Zealand, overseeing prison education across the South Island’s five prisons. Helen is the
President of the Australasian Corrections Education Association, and is part of the Expert
Working Group on Technologies for Prisoner Rehabilitation for the United Nations
Interregional Crime and Justice Research Institute.
Email: helen.farley@canerbury.ac.nz
Dr Jayson Ware is a Senior Lecturer Above the Bar in
Criminal Justice at the University of Canterbury | Te Whare
Wānanga o Waitaha in Ōtautahi Christchurch, Aotearoa New
Zealand. His research is focussed on offender treatment and
rehabilitation, particularly the effective treatment of sex and
violent offenders. He has a particular interest in offender
denial, use of group therapy, and getting the context right for
effective treatment. He was previously Group Director
24. 24
Offender Services and Programmes at Corrective Services New South Wales, Australia. He
completed his PhD, on sex offender denial, at the University of New South Wales, Australia.
Email: jayson.ware@canterbury.ac.nz