Incarcerated offenders face a number of additional challenges to those faced by most other students studying at a distance. Lack of internet access is especially problematic for those studying in a sector that is increasingly characterised by online course offerings.
This paper outlines a project underway at the University of Southern Queensland and the Southern Queensland Correctional Centre in Gatton that is aimed at addressing this challenge. A standalone version of Moodle is being developed that will run on a server and an isolated network of computers within the education centre of the prison. Satellite Moodle will run independently of the internet and will not be able to connect to any computers or networks outside the education centre. The features of Moodle will be modified to allow students to access their coursework and engage in forum discussions. Library resources and course readings will be provided on eReaders, without internet connectivity.
It is expected that the project will result in numerous benefits, among them: students will be participating in learning experiences more closely related to those experienced by students outside of the prison system; they will be learning relevant IT skills, e-literacy and e-research skills; USQ will be fulfilling its obligation in relation to equity of access; and will be addressing the Federal Government’s agenda of increasing participation by socially and economically disadvantaged groups in higher education. Satellite Moodle will also enable USQ to provide internet independent versions of courses to students in other areas that do not have access to the internet.
Moodlemoot 2012 Theme: •Slip, Slop, Slap - Breaking Barriers The project supports at risk students in the form of incarcerated students who are often from Indigenous or low socio-economic backgrounds.
The Liberal Arts Online
Distance education and hybrid courses continue to attract more and more students, and many educators fear that a focus on the practical and professional in these offerings excludes the liberal arts.
On Thursday, March 17 at 2 p.m. Eastern, Inside Higher Ed presents The Liberal Arts Online, an audio conference featuring Rebecca Davis of the National Institute for Technology in Liberal Education. She will discuss the best existing models for offering such courses online, the latest technology, how to gain faculty support, and much more.
The Liberal Arts Online
Distance education and hybrid courses continue to attract more and more students, and many educators fear that a focus on the practical and professional in these offerings excludes the liberal arts.
On Thursday, March 17 at 2 p.m. Eastern, Inside Higher Ed presents The Liberal Arts Online, an audio conference featuring Rebecca Davis of the National Institute for Technology in Liberal Education. She will discuss the best existing models for offering such courses online, the latest technology, how to gain faculty support, and much more.
Presentation by Dr. R.C. Sharma on Virtual Open Schooling at the National Consultative Workshop on Virtual Open Schooling in India organised by NIOS and CEMCA on 16 October 2012.
Program of community-building strategies for online and hybrid learning courses. This session will cover strategies developed by the OCTC Title III team geared toward online student engagement, success, retention, and completion.
Points of Strength & Distinction at Assiut University Faculty of Education (A...memogreat
Abdallah, M. M. S. (2015). Points of Strength & Distinction at Assiut University Faculty of Education (AUFOE). Presentation made at Quality Assurance Unit, Assiut University Faculty of Education, Capacity Development of Faculties of Education in International approaches to teacher education, as an event in a 6-day visit to Assiut University, Egypt, by a delegation from Stockholm University, Sweden, as part of TEMPUS Exchange Programme (6-12 March, 2015).
In 2019 ACODE ran a survey to understand where Australasian HE Institutions were up-to in relation to establishing micro-credentials. At that point less than a quarter had even a policy in place. Since then the effort towards micro- credentialing has increased. The 2020 ACODE survey reveals that, if not already well-underway, institutions are developing or seriously considering micro- credentialing strategies. A number of interesting trends emerged that this presentation will explore, such as, several universities are working on ways to
integrate existing short course systems into award course systems. Others are planning to offer micro-credentials to businesses and government in a commercial capacity. It was noted that professional practice degrees are a new space being explored to tap into industry partnerships. There is also consideration of co-delivery with VET providers. In all this, many indicated that they needed to rethink their operating structures to best service micro-credentials in their various permutations.
Based on data form a range of ACODE Surveys over the last 12 months, and other industry data, there have been some distinct trends emerge that suggest that institutions are taking a fresh look at how they conduct teaching and assessment, longer term. Much of this has been predicated on what was necessary to deal with lock-down situations due to COVID-19, but more recently this has allowed institutions to consider the longer-term advantages in accommodating different forms of assessment, those that have traditionally fallen out of what was considered ‘normal’, most notably the ‘exam’. This shift in thinking has also extended to what institutions considering different forms of delivery of their core content, with there being a distinct shift away from what has been the mainstay for centuries, the ‘Lecture’. This shift has allowed for more authentic forms of delivery, ones based in more collaborative and active approaches. This presentation with provide a summary of some of the key data and share some examples of how some institutions are approaching the next few years, as uncertainty around the short-term future of in-person learning and teaching persists.
• Mobile – providing a critical first step to engaging students
• Exploring the future of virtual worlds on mobile devices as multi-user augmented reality
• Location-based mobile learning: integrating storytelling and AR with location-interaction
How to secure research funding: some handy hintsHelen Farley
Attracting research funding is integral to being a researcher. This is what I've learned through many successful and many more unsuccessful funding applications. I'd like to hear your feedback!
Presentation by Dr. R.C. Sharma on Virtual Open Schooling at the National Consultative Workshop on Virtual Open Schooling in India organised by NIOS and CEMCA on 16 October 2012.
Program of community-building strategies for online and hybrid learning courses. This session will cover strategies developed by the OCTC Title III team geared toward online student engagement, success, retention, and completion.
Points of Strength & Distinction at Assiut University Faculty of Education (A...memogreat
Abdallah, M. M. S. (2015). Points of Strength & Distinction at Assiut University Faculty of Education (AUFOE). Presentation made at Quality Assurance Unit, Assiut University Faculty of Education, Capacity Development of Faculties of Education in International approaches to teacher education, as an event in a 6-day visit to Assiut University, Egypt, by a delegation from Stockholm University, Sweden, as part of TEMPUS Exchange Programme (6-12 March, 2015).
In 2019 ACODE ran a survey to understand where Australasian HE Institutions were up-to in relation to establishing micro-credentials. At that point less than a quarter had even a policy in place. Since then the effort towards micro- credentialing has increased. The 2020 ACODE survey reveals that, if not already well-underway, institutions are developing or seriously considering micro- credentialing strategies. A number of interesting trends emerged that this presentation will explore, such as, several universities are working on ways to
integrate existing short course systems into award course systems. Others are planning to offer micro-credentials to businesses and government in a commercial capacity. It was noted that professional practice degrees are a new space being explored to tap into industry partnerships. There is also consideration of co-delivery with VET providers. In all this, many indicated that they needed to rethink their operating structures to best service micro-credentials in their various permutations.
Based on data form a range of ACODE Surveys over the last 12 months, and other industry data, there have been some distinct trends emerge that suggest that institutions are taking a fresh look at how they conduct teaching and assessment, longer term. Much of this has been predicated on what was necessary to deal with lock-down situations due to COVID-19, but more recently this has allowed institutions to consider the longer-term advantages in accommodating different forms of assessment, those that have traditionally fallen out of what was considered ‘normal’, most notably the ‘exam’. This shift in thinking has also extended to what institutions considering different forms of delivery of their core content, with there being a distinct shift away from what has been the mainstay for centuries, the ‘Lecture’. This shift has allowed for more authentic forms of delivery, ones based in more collaborative and active approaches. This presentation with provide a summary of some of the key data and share some examples of how some institutions are approaching the next few years, as uncertainty around the short-term future of in-person learning and teaching persists.
• Mobile – providing a critical first step to engaging students
• Exploring the future of virtual worlds on mobile devices as multi-user augmented reality
• Location-based mobile learning: integrating storytelling and AR with location-interaction
How to secure research funding: some handy hintsHelen Farley
Attracting research funding is integral to being a researcher. This is what I've learned through many successful and many more unsuccessful funding applications. I'd like to hear your feedback!
Revisiting the definition of Mobile LearningHelen Farley
Mobile learning is increasingly seen as a boon to universities and educators as a means of enabling learning anywhere, anytime and at the convenience of the learner. Even though the field of mobile learning is in its infancy, there is no common understanding of what mobile learning is. Previous attempts at defining mobile learner have either been overly inclusive or exclusive, and have focused on characteristics of the mediating technology, the learner, or the nature of the learning activity. Inspired by Wittgenstein’s theory of family resemblances, this paper explores the attempt to create a new definition of mobile learning that will be dynamic, drawing from a collection of characteristics that may change over time rather than just supplying a single, unchanging definition. The revised definition will be used to support the development of a Mobile Learning Evaluation Framework by clarifying the attributes and features to be included in a robust and flexible definition of mobile learning. The outcome may be of value to researchers in the mobile learning field and educators considering incorporating mobile learning initiatives into current pedagogical strategies.
From ‘hands up’ to ‘hands on’: harnessing the kinaesthetic potential of educa...Helen Farley
Traditional approaches to distance learning and the student learning journey have focused on closing the gap between the experience of off-campus students and their on-campus peers. While many initiatives have sought to embed a sense of community, create virtual learning environments and even build collaborative spaces for team-based assessment and presentations, they are limited by technological innovation in terms of the types of learning styles they support and develop. Mainstream gaming development – such as with the Xbox Kinect and Nintendo Wii – have a strong element of kinaesthetic learning from early attempts to simulate impact, recoil, velocity and other environmental factors to the more sophisticated movement-based games which create a sense of almost total immersion and allow untethered (in a technical sense) interaction with the games’ objects, characters and other players. Likewise, gamification of learning has become a critical focus for the engagement of learners and its commercialisation, especially through products such as the Wii Fit.
As this technology matures, there are strong opportunities for universities to utilise gaming consoles to embed levels of kinaesthetic learning into the student experience – a learning style which has been largely neglected in the distance education sector. This paper will explore the potential impact of these technologies, to broadly imagine the possibilities for future innovation in higher education.
Moodle moot using portable moodle and ereaders to enhance learningAngela Murphy
Incarcerated offenders face a number of additional challenges to those faced by most other students studying at a distance. Lack of internet access is especially problematic for those studying in a sector that is increasingly characterised by online course offerings.
This paper outlines a project underway at the University of Southern Queensland and the Southern Queensland Correctional Centre in Gatton that is aimed at addressing this challenge. A standalone version of Moodle is being developed that will run on a server and an isolated network of computers within the education centre of the prison. Satellite Moodle will run independently of the internet and will not be able to connect to any computers or networks outside the education centre. The features of Moodle will be modified to allow students to access their coursework and engage in forum discussions. Library resources and course readings will be provided on eReaders, without internet connectivity.
It is expected that the project will result in numerous benefits, among them: students will be participating in learning experiences more closely related to those experienced by students outside of the prison system; they will be learning relevant IT skills, e-literacy and e-research skills; USQ will be fulfilling its obligation in relation to equity of access; and will be addressing the Federal Government’s agenda of increasing participation by socially and economically disadvantaged groups in higher education. Satellite Moodle will also enable USQ to provide internet independent versions of courses to students in other areas that do not have access to the internet.
Moodlemoot 2012 Theme: •Slip, Slop, Slap - Breaking Barriers The project supports at risk students in the form of incarcerated students who are often from Indigenous or low socio-economic backgrounds.
Pleades prison foundation conference 051012Angela Murphy
USQ is developing and piloting a version of our Learning Management System (LMS) called Self-contained Moodle (an internet-independent version of the USQ student’s StudyDesk) that can operate independently without needing an internet connection. SAM will enable students to view and use the course materials and learning support features of the USQ LMS in a simulated online environment without having any possibility of gaining access to the internet. We are also investigating using eBook readers, which have no wireless or 3G connectivity capabilities, for students to access course and reference materials in order to extend learning beyond the computer lab and into personal and leisure time (for example, after routine daily lock-down). This paper presents an overview of the project and discusses some of the issues and early findings encountered.
Learning Models Evolve with Blended Learning on the RiseBlackboard
K-12 schools and districts understand that a personalized education experience increases student achievement and success, therefore many institutions are harnessing online learning technology to create blended learning programs to help meet diverse student needs. Although blended learning models differ drastically among K-12 institutions and are a product of the unique goals and challenges of the school, the importance of quality and accountability pertains to all. Join us for this webinar featuring Susan Patrick, President and CEO of iNACOL (International Association for K-12 Online Learning) and K-12 school district leaders for a discussion about how K-12 institutions across the globe are successfully implementing diverse blended learning models that maintain quality and accountability and enable student success.
Susan Patrick, President and CEO, International Association for K-12 Online Learning; Amy Hance, Instructional Technology Specialist, Collier County Public Schools
What the learners say: FE learners' expectations and experiences of technolog...Jisc
Is your college meeting your learners’ needs and expectations in relation to technology? This workshop shares current practice from providers who are engaging learners as active participants in the development of digital practices and strategies and will help equip you to develop best practice in your own college.
The Government of India is aware of the strong and urgent need to make secondary education within easy reach, affordable and of good quality. There are certain measures that can be adopted to bring quality, equity and access for every child. Schools can be upgraded; their capacity to serve students expanded, creating new schools, and increasing GDP allocated to secondary schools are some of them. However, these require heavy investments in terms of infrastructure and finances. Adoption of ICT tools and an increased shift towards open distance and electronic education can improve quality and increase efficiency. Although there are various schemes in place, it is estimated that the demand for secondary education is going to increase sharply due to increased turnover of students from primary level (like the success obtained via Sarva Shiksha Abhiyan programme). Going virtual is one of the solutions. This concept paper looks into the aspect of increasing demand for access to education in the context of RMSA, meeting the educational needs by Open Schooling system, emerging trends in ICT use in education and proposes a framework for Virtual Open Schooling in India.
For the past 14 years, the Speak Up Research Project has collected and reported on the views of 4.5 million K-12 students, educators and parents regarding digital learning. Using current and longitudinal Speak Up data, we will provide new insights into the use of games, mobile devices and digital content within learning, and counter mythology with the authentic views of students, teachers and parents regarding technology use within instruction. Going beyond anecdotes and assumptions, this interactive and eye-opening presentation will provide leaders with new metrics for evaluating the pulse of elearning in their school or district.
#ForOurFuture18 UL System Conference Presentation: Online Learning - Current ...Luke Dowden
Two veterans of online learning will share their thoughts on the current state and the future of online learning. Chief online
learning officers face ongoing challenges growing, sustaining, and innovating online programs. Now that online learning
has entered the mainstream, what is its future? What fads will fade? What trends will be sustained? The audience will be
engaged throughout the presentation with opportunities to discuss the impact online learning has on technological
infrastructure, faculty support, course design, quality assurance / quality control, organizational structures, funding and
grants, and research. By sharing their experiences and insights into the current challenges and future state of online
learning, the presenters will discuss strategic and operational approaches to navigate current and future realities of online
learning. Credit to Dr. Darlene Williams for content on Future Opportunities and Context.
The Impact of Digital Learning Services.pptxedwarddavid26
digital learning services have revolutionized overall education by making it highly personalized, flexible, engaging, collaborative, and accessible. The significant impact of digital learning solutions on the education system helps address the challenges of traditional learning.
https://www.acadecraft.com/learning-solutions/
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.
Introducing technology for learning in prisons: meeting challenges and realis...Helen Farley
Individuals responsible for the management and administration of prisons often show a willingness to adopt innovative technologies for operational efficiency. However, in cases where a choice must be made between prioritizing security measures and the rehabilitation of people in prison, the former tends to take precedence, sometimes at the expense of the latter. The emergence of COVID-19 lockdowns, which confined individuals to their cells for extended periods and disrupted educational programs, has prompted jurisdictions to reevaluate the advantages of educational technology. Drawing from our involvement in these kinds of initiatives, we present key insights to enrich this ongoing dialogue.
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.
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.
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.
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).
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.
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
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
"Protectable subject matters, Protection in biotechnology, Protection of othe...
Using Portable Moodle and eReaders to Enhance Learning at a Distance for Incarcerated Offenders
1. Using Portable Moodle and eReaders to
Enhance Learning at a Distance for
Incarcerated Offenders
Helen Farley, Des Janke, Angela Murphy, Jonathon Fowler
2. USQ’s Mission
Enable broad participation in higher education:
– Quality professional education opportunities that are
accessible, flexible and borderless;
– Create fulfilling experiences for all students based on the
commitment of skilled and caring staff;
– Develop graduates who are positioned to meet the
challenges of a rapidly changing world;
– Pursue world-class research, innovation and practice in
sustainable futures; and
– Engage with communities, business and government
through ongoing and mutually beneficial partnerships.
4. Incarcerated offenders
face additional
challenges to those faced
by most other students
studying at a distance.
Lack of internet access is
especially problematic for
those studying in a sector
that is increasingly
characterised by online
course offerings.
5. The learning landscape is changing…
Increased online
course provision
Digital learning
environments
Interactivity and
collaboration
Elimination of
exceptions handling
Withdrawal of support
for incarcerated
students
Difficulties providing
equivalent learning
experiences to students
without internet access
Difficult for incarcerated
students to develop the
skills required for
success in future
employment or study
Further exclusion of the
already socially excluded
7. Choice of courses is increasingly influenced by the
extent to which a course requires internet access
• Materials are delivered to students in hard copy format and CD
roms.
• Educational officers are responsible for researching and printing
learning material and liaising with the university.
• Limited access to resources and opportunities for obtaining
digital literacy and researching skills.
• Students study independently with little opportunity for
collaboration or discussion with peers.
• Increasing demands on USQ lecturers, library and student
support personnel to provide alternative materials and activities
and print and post the resources and materials required by
students.
8. mutually beneficial partnerships ….
Queensland Corrective
Services (QCS)
Department for Correctional
Services (DCS)
Serco Australia - Southern
Queensland Correctional
Centre (SQCC)
University of Southern Queensland
9. The project consists of 2 components:
Stand Alone Moodle
(SAM)
e-Readers
• Internet-independent version of
the USQ StudyDesk
• Loaded directly onto a virtual
computer within the education
centre’s computer network
• No access to prison computers
or outside world
• Coursework materials
• Relevant library resources
• Provided to students to take
back to their cells
• No access to 3G or Wi-Fi
• No SD card slot
• No removable batteries
11. Stand Alone Moodle (SAM)
• Offline course content
• Replication of USQ’s
study environment
• Research & digital literacy
skills
• Engagement &
collaboration
• Comparable experience
12. SAM Features
• Open Source application
• Open source virtual machine
• Packaged with content
• Internal interaction but no
external integration
• Future is efficient data
exchange
13. E-Readers
• Extends learning beyond
the computer lab into
personal time.
• Ownership of own
research and learning.
• Advanced search skills.
• Experience with digital
technology and digital
literacy skills.
14. ePub
• Open format may give flexibility
• Convert existing content
• Compatible with mobile online
delivery
16. Project Prototype
• Trial project
• 17 students
• Southern Queensland
Correctional Centre in Gatton.
• TPP7120 Studying to Succeed
within the Tertiary Preparation
Program.
• Prospective students over 18 and
can’t gain entry via traditional
pathways.
• Trial commences in Semester 2,
16 July 2012.
17. 26% of the students
enrolled in the TPP at the
start of the 2010 academic
year were offenders in
custody.
74% were in Queensland
correctional centres.
19. Expected outcome…
• e-literacy and e-research skills
required in future studies and
work environments.
• Reduced workload and more
efficient use of time for USQ staff.
• Reduced costs, particularly
printing and resources.
• Improved access to materials
required for successful
completion of coursework.
• Improved employment
opportunities.
20. Enhanced potential for active, asynchronous and
social learning
• Thinking and reflection
• Conversation and interaction
• Experience and activity
• Evidence and demonstration
21. Learning designers have
access to current technologies
whereas students may be
struggling with technology that
is old, unreliable or non-
existent.
These technologies offer
transferable solutions that
broaden rather than narrow
the access to education.
22. fulfilling lives….
“From a scholarly perspective, prison education reduces
recidivism, enhances life skills, and is a cost-effective
method of crime reduction…”
But from a humane and ethical perspective, prison
education allows those who want to change their lifestyle
the opportunity to do so.” Christopher Zoukis , former
prisoner and contemporary author
Source: http://www.prweb.com/releases/2011/8/prweb8703640.htm /
Editor's Notes
Transferable solution – rural and remote health, low scio-eco
Incarcerated offenders face additional challenges to those faced by most other students studying at a distance. Lack of internet access is especially problematic for those studying in a sector that is increasingly characterised by online course offerings
Because move online, others are ditching incerated student sas a group
With our focus and support for incaretardeyydstudnets, we have a growth in numbers
Workshop on barriers and challenges – one is prisoners are forced to chhose non-online optionsLot of time, albeit willingly, spend by teaching staff on exception handling
Serco runs gatton (only)
Note e resources – journals, readings etc plus open ed resources; packaged on eReader; note about cost of text books; method is cost-effective: avoids return, student ‘owns’ (or CC) the device. Still a trial so using disocntinued.
STILL PERMITS THEM TO RESRACH WITHIN PROVIDEDmateraisl – extra includedCollaboartrion allows learning by all; moderayion of discussion will eduacteed officers and allow them to share new ways to do thingsEd officer can mark then and now – and can see results; before had to wait to get resultsCan do things course wide – instead of person by person in the pastAccess to video, podcast; b4 was too big
Tech limits are a challenge – only use IE6, tryting them on open source eg Firefox
Note about extended usefulness – eg recycled eR’s can be used to load books for low literacy inmates – can read to them; can be used in Prison libraryFuture glue shut the SD card slot and like them to have multimnedia and quizes; advantage of pre-loaded with books2 reasons – overcomes cost or text books or buy 2nd hand; so have to be donated to library; $20 / WEEKL SALARY; 2ND – SPACEResrach – search within reader
Challenge is content in non-standards formatChallenge of copyrigt, successful in many, but some electroni c resourecs don’t allowdownload toeReaders
TPP = bridging4ed officers – ratio of 1 to 50
Open uniuk – are doing similarTas polty tech doingGov does give companies incentives to employ