Making the Connection: Bringing higher education to incarcerated students using digital technologies
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A series of projects undertaken by researchers at the University of Southern Queensland in Australia, are introducing internet-independent digital technologies into correctional centres to enable prisoners to participate in higher education. In doing so, these projects will potentially foster the digital literacy skills that prisoners will need once they are released from custody for entry into the workforce, further study or even to fully participate in the digital economy. The lack of access to the internet and to digital technologies, makes it particularly difficult for those prisoners trying to participate in higher education when the sector is increasingly dominated by online offerings of courses and programs. In the past, courses could be delivered with the use of printed books and CDs. But this option is becoming increasingly problematic as universities move away from the provision of hard-copy materials due to cost. The questions raised during these projects make us ponder whether or not e-learning, often delivered exclusively online, is marginalising and disenfranchising as many as it includes in the provision of education. And whether the technologies and processes developed in the course of these projects could be used in other contexts where internet access is problematic such as with defence force personnel, remote Indigenous communities and in those countries with poor ICT infrastructure.
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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 Issue
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.
Machinima as a Discussion Support System for Sugar Cane Farmers
This machinima was produced to function as a discussion support system, modelling the sorts of conversations sugar cane farmers need to have in order to make good farming decisions in light of climate information. The script was written by Neil Cliffe, a PhD candidate working on the discussion support system project, and recorded by professional sound engineers at the University of Southern Queensland. Top Dingo created the environment and avatars and shot the visuals, bringing it all together in this high quality machinima. This machinima challenges conventional views relating to the use of video in agricultural extension.
Self-harm and Falun Gong: karmic release, martyrdom or suicide
The teachings of Falun Gong explicitly forbid suicide, yet in 2001, five protesters set themselves ablaze in Tiananmen Square resulting in the death of two. Allegedly, their stated aim was to bring the world’s focus onto the repression of the movement by the Chinese government. Falun Gong spokespeople were quick to speak out in defence of founder Li Hongzhi, saying that the movement strictly forbids suicide in line with the traditional Chinese belief that says that suicide is an affront to the ancestors. They further claimed that the Chinese government had staged the suicides in order to stir up public opinion against the movement and indeed the tide of public opinion did turn against Falun Gong and its founder (Bell and Boas 2003, 285).
Even given Falun Gong’s stated opposition to suicide, the movement does encourage its adherents to refuse to take medicine or accept medical treatment and some consider this refusal of treatment could be considered to be suicidal. Chinese state media seized upon Li's writing in which he expressed that illnesses are caused by karma, and claimed that in excess of 1000 deaths were the direct result of adherents following Li’s teachings. Authorities also maintain that several hundred practitioners had cut their stomachs open looking for the Dharma Wheel that turns in response to the practice of the five meditative exercises characteristic of the movement. Indeed, many of their fellow followers had been arrested in Tianjin, following condemnation of their movement by physicist He Zouxiu of the Chinese Academy of the Sciences. He had claimed that Falun Gong had been responsible for several deaths (Bejsky 2004, 190).
This paper will examine the complex relationship between Falun Gong and the Chinese government, exploring the reality behind the claims and counterclaims in relation to the former’s stated opposition to suicide. This will be contrasted with other Falun Gong writings which encourage adherents to refuse medical treatment and medication in order to rid themselves of karma.
Providing simulated online and mobile learning experiences in a prison educat...
This article reports on the preliminary findings, design criteria and lessons learned while developing and piloting an alternative to traditional print-based educational materials within a prison environment. PLEIADES (Portable Learning Environments for Incarcerated Distance Education Students), is a project designed to provide incarcerated students with access to internet-independent secure digital and mobile technologies. An internet-independent version of Moodle was developed to complement course readings deployed on e-Readers. The aim of the project is to increase access to and participation in higher education courses that are increasingly offered online. The article begins with an overview of the current provision of education within prison environments and introduces the rationale for commencing the study. The initial findings from the research activities conducted during the first phase of the project trial are discussed and the paper concludes with the lessons learned and implications for the second phase of the pilot project.
e-Learning Incarcerated: Prison Education and Digital Inclusion
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.
Virtual Discussions to Support Climate Risk Decision Making on Farms
Climate variability represents a significant risk to farming enterprises. Effective extension of climate information may improve climate risk decision making and adaptive management responses to climate variability on farms. This paper briefly reviews current agricultural extension approaches and reports stakeholder responses to new web-based virtual world ‘discussion-support’ tools developed for the Australian sugar cane farming industry. These tools incorporate current climate science and sugar industry better management practices, while leveraging the social-learning aspects of farming, to provide a stimulus for discussion and climate risk decision making. Responses suggest that such virtual world tools may provide effective support for climate risk decision making on Australian sugar cane farms. Increasing capacity to deliver such tools online also suggests potential to engage large numbers of farmers globally.
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