The document discusses a study on the importance of student identity for distance learners in prison. It finds that taking on a student identity provides prisoners with a sense of hope, self-worth, and belonging to a community. Taking on a student identity shifts prisoners' frame of reference away from stigma, failure, and crime to feelings of choice, pride in learning, and hope for the future through education and employment opportunities. The study suggests further research could provide more insights through longitudinal studies and comparisons between different types of prisons.
This dissertation investigates technology-supported distance learning for inmates in English prisons. The author conducted interviews and observations at three prisons to understand what technology inmates have access to, how they use it to support learning, and attitudes towards technology-supported distance learning. The author found that while inmates show determination to maintain their student identity, the controlled prison environment and conflicting visions between education stakeholders negatively impact technology-supported distance learning. Access to computers and printers is limited, and internet access seems inconceivable to some inmates. Overall, the "digital divide" in this context appears more like a "total discontinuity."
This document summarizes research investigating the experiences of higher education distance learners in prison. Interviews were conducted with 35 prison students and 56 staff members across various UK prisons. The research found that prisoners pursued higher education to build confidence, empower themselves with new knowledge and skills, and gain direction for a new path away from reoffending. However, prisoners faced challenges like insufficient support resources and lack of internet access. The study calls for addressing the digital divide for prisoners and adapting pedagogy and technologies to meet their unique learning environment and needs.
The document discusses a study on the importance of student identity for distance learners in prison. It finds that taking on a student identity provides prisoners with a sense of hope, self-worth, and belonging to a community. Taking on a student identity shifts prisoners' frame of reference away from stigma, crime, and failure, toward choice, pride in learning, and employability. The study suggests future research could further examine how the development of a student identity impacts prisoners' rehabilitation and reoffending rates after release.
This dissertation investigates technology-supported distance learning for inmates in English prisons. The author conducted interviews and observations at three prisons to understand what technology inmates have access to, how they use it to support learning, and attitudes towards technology-supported distance learning. The author found that while inmates show determination to maintain their student identity, the controlled prison environment and conflicting visions between education stakeholders negatively impact technology-supported distance learning. Access to computers and printers is limited, and internet access seems inconceivable to some inmates. Overall, the "digital divide" in this context appears more like a "total discontinuity."
This document summarizes research investigating the experiences of higher education distance learners in prison. Interviews were conducted with 35 prison students and 56 staff members across various UK prisons. The research found that prisoners pursued higher education to build confidence, empower themselves with new knowledge and skills, and gain direction for a new path away from reoffending. However, prisoners faced challenges like insufficient support resources and lack of internet access. The study calls for addressing the digital divide for prisoners and adapting pedagogy and technologies to meet their unique learning environment and needs.
The document discusses a study on the importance of student identity for distance learners in prison. It finds that taking on a student identity provides prisoners with a sense of hope, self-worth, and belonging to a community. Taking on a student identity shifts prisoners' frame of reference away from stigma, crime, and failure, toward choice, pride in learning, and employability. The study suggests future research could further examine how the development of a student identity impacts prisoners' rehabilitation and reoffending rates after release.
The document discusses the ethics of knowing or not knowing students in the context of distance education. It raises questions about what institutions know about students, who has access to student data, and how that data is used. While more data could help institutions support students, it also raises privacy and ethical concerns that must be considered. The presentation examines issues around surveillance of students and responsibilities that come with having more student information. It argues institutions should respond carefully and ensure student data is protected and used appropriately to care for students' well-being.
Plagiarism in the Digital Age: Voices from the Front Lines
What's Happening on College Campuses Today?
A 75-minute Virtual Conference Series of moderated online panel discussions
Plagiarism is a growing concern and a hot topic in the academic community. Many time-pressured students rely on the internet to locate convenient sources to fulfill their writing assignments, sometimes committing cut-and-paste plagiarism. College faculty, administrators and students believe that the online environment encourages cheating, and are looking for the best ways to encourage students' original work while helping them become better writers.
Please make plans to participate in this important online discussion. You’ll hear from a panel of leading experts who will share their experiences from the front lines of the digital plagiarism issue. You’ll have an opportunity to submit questions to the panel, plus you’ll have access to a range of “best practice” online resources you can use immediately.
This document summarizes an event on learning analytics and higher education ethics. It included discussions from the perspectives of different stakeholders, including students. Key ethical issues discussed were privacy, transparency, power dynamics, ownership, and responsibilities regarding how student data is collected and used. Participants explored these issues and worked towards developing a draft code of conduct. Ensuring consent, transparency, data protection, and avoiding bias were identified as important principles to consider.
Panel discussion of a book at the HASTAC III conference on April 20, 2009. Editors Sharon Tettegah and Cynthia Calongne. Book contributors include Jase Teoh, Grant Kien, Al Weiss, Eun Won Whang, Rhonda Trueman, Arlene de Strulle, Lisa Perez, Kona Taylor and Danielle Holt.
Myths And Misperceptions About Online Learning2P Shea
Invited Session featuring researchers who have conducted reviews of online learning published in Review of Educational Research. The session includes a conceptual, traditional, and meta-analytic review of this topic.
This document discusses digital literacies from multiple perspectives. It explores how digital literacies are situated social practices that vary between individuals and contexts rather than stable skills. Frameworks that try to categorize digital literacies into taxonomies are problematic as the skills involved are constantly changing. The experiences of students are diverse based on factors like discipline and available resources. Understanding students' digital literacy practices can help evaluate policies and support students' expertise rather than focus on deficits.
This document summarizes key points from a presentation about a PhD study exploring how educators conceptualize and make decisions about openness. The study uses interviews and surveys to examine why educators use online tools for teaching and learning and how students and educators interact and negotiate their identities in open online spaces. Emerging themes include varying levels of digital engagement, perceptions of digital literacies and identities, concerns around openness, anxiety, copyright and privacy. The study aims to better understand uneven adoption of open educational practices and the influence of job precarity and lack of institutional policy on educators' approaches to openness.
The document discusses findings from focus groups with students at the University of Plymouth regarding their use of technology for learning. It was found that students highly value Google and lecture notes for finding information, but struggle with accessing online journals. Students use social media like Facebook and chat programs to contact peers for help with assignments. They take photos and recordings in lectures to document and review material. Overall, students expect the use of technology at university to enhance their learning, skills, and career prospects.
Sharpe, R. (2007) Experiences of learning in a digital age. Keynote at the Irish Learning Technology Association conference, EdTech 2007, 24 – 26 May, Dublin Institute of Technology, Dublin
A Statement on My Philosophy of Teachingelegantbrain
This document outlines the teaching philosophy of an instructor. Some key principles that guide their teaching include: valuing individual learning styles by incorporating different assessment types; believing all students have equal potential to learn regardless of background; seeing their role as not just teaching content but providing skills to succeed; integrating technology and research into their teaching; emphasizing discipline and integrity; and hoping students develop ethics, humility, altruism, and a commitment to lifelong learning and critical thinking.
This document discusses using machinima, or video created in virtual worlds, to teach staff at South Oaks Hospital about implementing The Sanctuary Model. It explains that machinima allows for multi-modal learning through auditory, visual, and kinesthetic methods. Examples of how machinima has been used include demonstrations of the Seven Commitments, showing what Sanctuary looks like in action, and addressing vicarious trauma through a script written by staff. The hospital plans to expand individual access to machinima on desktops and for patient psychoeducation.
This document discusses content curation as a tool for teaching and learning in medical education. It describes how curation tools like Scoop.it can be used to aggregate relevant information on various medical and scientific topics from multiple online sources. This helps address the problem of information overload faced by students and researchers. The document outlines how medical topics have been curated using Scoop.it and the benefits this brings, including keeping up with developments, networking, and developing information literacy skills. Some challenges of relying on human curators are also discussed.
This document discusses using technology enhanced learning (TEL) to support students throughout their academic journey. It outlines a student lifecycle model with stages including preparation, transition, progression/support, and moving on. Examples are provided of how TEL can aid each stage, such as using social media for recruitment, online resources for transition support, and skills tracking for progression. While technology is not a complete solution, the document argues that used strategically it can help institutions engage more students and personalize support. Face-to-face interaction is still important, but technology can reach more learners and help them stay connected to resources and each other.
In search of a framework for understanding the processes that maintain digita...Jane65
Professor Jane Seale gave an inaugural lecture discussing her research on digital inclusion and exclusion of marginalized learners, using people with learning disabilities as a lens. Her research has examined how access, use, empowerment and participation relate to digital inclusion/exclusion. Through analyzing personal home pages of people with learning disabilities and conducting inclusive research, she has illuminated how perceptions of technology, disability, risk, and resilience can maintain digital exclusion or inclusion. Her work suggests digital inclusion requires presumed competence, negotiated decision-making, and creative approaches to risk.
The document discusses technoheutagogy, which uses technology to create adult-friendly and learner-directed online learning environments. It proposes two strategies for designing such environments: having learners add teaching presence by facilitating online discussions and conducting a "knowledge audit" for meaningful assessment. The key principles are letting learners do most of the teaching, maximizing interactivity, and giving learners opportunities to add social, cognitive and teaching presence.
The document discusses social networks and how they can be used to examine e-learning. It defines key concepts like actors, relations, ties and networks. Relations between people lead to the formation of networks. The document examines different types of relations and ties that can exist for e-learning students, like receiving information or collaboration. Networks can be analyzed to study how structure impacts resource sharing. Arguments are made both for and against the ability to form strong, meaningful relationships online.
Critical Pedagogy, Civil Disobedience, and EdtechJesse Stommel
The majority of development in edtech is driven by the bureaucratic traditions of education more than the pedagogical ones.
If we object to the increasing standardization of education, how and where do we build sites of resistance? What strategies can we employ to guard ourselves and our students? What systems of privilege must we first dismantle?
This document discusses several ethical issues related to e-learning, including:
- Ethical issues for e-learners such as inappropriate assistance on exams, plagiarism, and lack of adherence to copyright.
- Ethical issues for e-teachers such as privacy, intellectual property, network security, and the digital divide.
- Broader ethical issues concerning e-learning itself, such as criticisms that it cannot substitute for face-to-face learning and questions around how it can help achieve learning outcomes.
The document also discusses potential future developments and ethical issues related to enhanced learning technologies and the potential for e-learning to help educate people to be more ethical.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
The document discusses the ethics of knowing or not knowing students in the context of distance education. It raises questions about what institutions know about students, who has access to student data, and how that data is used. While more data could help institutions support students, it also raises privacy and ethical concerns that must be considered. The presentation examines issues around surveillance of students and responsibilities that come with having more student information. It argues institutions should respond carefully and ensure student data is protected and used appropriately to care for students' well-being.
Plagiarism in the Digital Age: Voices from the Front Lines
What's Happening on College Campuses Today?
A 75-minute Virtual Conference Series of moderated online panel discussions
Plagiarism is a growing concern and a hot topic in the academic community. Many time-pressured students rely on the internet to locate convenient sources to fulfill their writing assignments, sometimes committing cut-and-paste plagiarism. College faculty, administrators and students believe that the online environment encourages cheating, and are looking for the best ways to encourage students' original work while helping them become better writers.
Please make plans to participate in this important online discussion. You’ll hear from a panel of leading experts who will share their experiences from the front lines of the digital plagiarism issue. You’ll have an opportunity to submit questions to the panel, plus you’ll have access to a range of “best practice” online resources you can use immediately.
This document summarizes an event on learning analytics and higher education ethics. It included discussions from the perspectives of different stakeholders, including students. Key ethical issues discussed were privacy, transparency, power dynamics, ownership, and responsibilities regarding how student data is collected and used. Participants explored these issues and worked towards developing a draft code of conduct. Ensuring consent, transparency, data protection, and avoiding bias were identified as important principles to consider.
Panel discussion of a book at the HASTAC III conference on April 20, 2009. Editors Sharon Tettegah and Cynthia Calongne. Book contributors include Jase Teoh, Grant Kien, Al Weiss, Eun Won Whang, Rhonda Trueman, Arlene de Strulle, Lisa Perez, Kona Taylor and Danielle Holt.
Myths And Misperceptions About Online Learning2P Shea
Invited Session featuring researchers who have conducted reviews of online learning published in Review of Educational Research. The session includes a conceptual, traditional, and meta-analytic review of this topic.
This document discusses digital literacies from multiple perspectives. It explores how digital literacies are situated social practices that vary between individuals and contexts rather than stable skills. Frameworks that try to categorize digital literacies into taxonomies are problematic as the skills involved are constantly changing. The experiences of students are diverse based on factors like discipline and available resources. Understanding students' digital literacy practices can help evaluate policies and support students' expertise rather than focus on deficits.
This document summarizes key points from a presentation about a PhD study exploring how educators conceptualize and make decisions about openness. The study uses interviews and surveys to examine why educators use online tools for teaching and learning and how students and educators interact and negotiate their identities in open online spaces. Emerging themes include varying levels of digital engagement, perceptions of digital literacies and identities, concerns around openness, anxiety, copyright and privacy. The study aims to better understand uneven adoption of open educational practices and the influence of job precarity and lack of institutional policy on educators' approaches to openness.
The document discusses findings from focus groups with students at the University of Plymouth regarding their use of technology for learning. It was found that students highly value Google and lecture notes for finding information, but struggle with accessing online journals. Students use social media like Facebook and chat programs to contact peers for help with assignments. They take photos and recordings in lectures to document and review material. Overall, students expect the use of technology at university to enhance their learning, skills, and career prospects.
Sharpe, R. (2007) Experiences of learning in a digital age. Keynote at the Irish Learning Technology Association conference, EdTech 2007, 24 – 26 May, Dublin Institute of Technology, Dublin
A Statement on My Philosophy of Teachingelegantbrain
This document outlines the teaching philosophy of an instructor. Some key principles that guide their teaching include: valuing individual learning styles by incorporating different assessment types; believing all students have equal potential to learn regardless of background; seeing their role as not just teaching content but providing skills to succeed; integrating technology and research into their teaching; emphasizing discipline and integrity; and hoping students develop ethics, humility, altruism, and a commitment to lifelong learning and critical thinking.
This document discusses using machinima, or video created in virtual worlds, to teach staff at South Oaks Hospital about implementing The Sanctuary Model. It explains that machinima allows for multi-modal learning through auditory, visual, and kinesthetic methods. Examples of how machinima has been used include demonstrations of the Seven Commitments, showing what Sanctuary looks like in action, and addressing vicarious trauma through a script written by staff. The hospital plans to expand individual access to machinima on desktops and for patient psychoeducation.
This document discusses content curation as a tool for teaching and learning in medical education. It describes how curation tools like Scoop.it can be used to aggregate relevant information on various medical and scientific topics from multiple online sources. This helps address the problem of information overload faced by students and researchers. The document outlines how medical topics have been curated using Scoop.it and the benefits this brings, including keeping up with developments, networking, and developing information literacy skills. Some challenges of relying on human curators are also discussed.
This document discusses using technology enhanced learning (TEL) to support students throughout their academic journey. It outlines a student lifecycle model with stages including preparation, transition, progression/support, and moving on. Examples are provided of how TEL can aid each stage, such as using social media for recruitment, online resources for transition support, and skills tracking for progression. While technology is not a complete solution, the document argues that used strategically it can help institutions engage more students and personalize support. Face-to-face interaction is still important, but technology can reach more learners and help them stay connected to resources and each other.
In search of a framework for understanding the processes that maintain digita...Jane65
Professor Jane Seale gave an inaugural lecture discussing her research on digital inclusion and exclusion of marginalized learners, using people with learning disabilities as a lens. Her research has examined how access, use, empowerment and participation relate to digital inclusion/exclusion. Through analyzing personal home pages of people with learning disabilities and conducting inclusive research, she has illuminated how perceptions of technology, disability, risk, and resilience can maintain digital exclusion or inclusion. Her work suggests digital inclusion requires presumed competence, negotiated decision-making, and creative approaches to risk.
The document discusses technoheutagogy, which uses technology to create adult-friendly and learner-directed online learning environments. It proposes two strategies for designing such environments: having learners add teaching presence by facilitating online discussions and conducting a "knowledge audit" for meaningful assessment. The key principles are letting learners do most of the teaching, maximizing interactivity, and giving learners opportunities to add social, cognitive and teaching presence.
The document discusses social networks and how they can be used to examine e-learning. It defines key concepts like actors, relations, ties and networks. Relations between people lead to the formation of networks. The document examines different types of relations and ties that can exist for e-learning students, like receiving information or collaboration. Networks can be analyzed to study how structure impacts resource sharing. Arguments are made both for and against the ability to form strong, meaningful relationships online.
Critical Pedagogy, Civil Disobedience, and EdtechJesse Stommel
The majority of development in edtech is driven by the bureaucratic traditions of education more than the pedagogical ones.
If we object to the increasing standardization of education, how and where do we build sites of resistance? What strategies can we employ to guard ourselves and our students? What systems of privilege must we first dismantle?
This document discusses several ethical issues related to e-learning, including:
- Ethical issues for e-learners such as inappropriate assistance on exams, plagiarism, and lack of adherence to copyright.
- Ethical issues for e-teachers such as privacy, intellectual property, network security, and the digital divide.
- Broader ethical issues concerning e-learning itself, such as criticisms that it cannot substitute for face-to-face learning and questions around how it can help achieve learning outcomes.
The document also discusses potential future developments and ethical issues related to enhanced learning technologies and the potential for e-learning to help educate people to be more ethical.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
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Slideshare: http://www.slideshare.net/PECBCERTIFICATION
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Walmart Business+ and Spark Good for Nonprofits.pdf
Wip dec-10
1. I’m a student, get me out of here! The importance of student identity for distance learners in prison Anne Pike, Institute of Educational Technology [email_address]
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6. Student Identity. (student comments) “ “ The box arrives. I think ‘Great, I’m a student again’” “ It makes me feel a lot more like a human being. I’m not a number in a box, I’m an individual, I’m allowed to share and expand my mind” “ I’m moving away from where I was” “ I’m swimming against the tide”
11. Prisoner v Student Identity Confidence Power Self-worth Stigma Media Respect Technology learning failure employment Social exclusion qualifications drugs Prison staff Other prisoners Society pride crime skills community Other students education choice needs money support survival
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13. Progressive’ v ‘Working’ prison Many organisations have conflicting views and rules (different targets?) Organisations work together – with one aim (shared targets?) Funding is difficult to find Application process and funding is well-organised Students invisible in the system Progression recorded No coordination of distance learning – students work alone Dedicated distance learning coordinator ALs have difficulty gaining access or communicating with students ALs welcomed – good relationships with education staff Very limited access to computers/printers (not welcome in education department where facilities are better) Open access to ICT with supported internet or intranet access No peer contact Open learning with debating/discussion groups Work-led Student-centred Working culture Learning culture Distance Learning is classed as recreational – no time or space for learning Distance Learning is part of learning programme with dedicated classrooms and session time ‘ Working’ Prison Lower security cat ‘ Progressive’ Prison Private/ higher security cat?
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15. Prison Education Dept OU Outside world Original source: Higher Education in Prison: Just another chapter in the bigger picture? Peter Mortimer, Cned-Éifad, France HE/DL Process Prison staff Learning Management – Virtual Campus/Intranet OU tutor Student Other prison students DL coordinator (OLASS/CIAS/L&S)) Other inmates Internet
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Editor's Notes
The outline of my presentation:- Background to my research into Higher Education through distance learning in prison & the effects of initial results. I will talk mostly about prisons as that is where my research has been focused but the title is ‘secure environments because I believe that much of what is said here is relevant to other situations where students do not have control over their environment or access to the outside world, - other forms of correctional facilities, - closed facilities for asylum-seekers and - mental institutions, maybe - other hospital facilities or - armed forces on active service. We’ll then look at the profile of the HE student in prison – who are they? what do they study? Why do they study? How do they study? I use results from my research to outline the benefits and barriers to teaching and learning in a secure environment – in particular the digital divide Some of the work that’s being done in the UK and elsewhere to bridge the digital divide and the developing support communities The way forward – what is needed both in terms of pedagogy and technology to develop these communities further
The outline of my presentation:- Background to my research into Higher Education through distance learning in prison & the effects of initial results. I will talk mostly about prisons as that is where my research has been focused but the title is ‘secure environments because I believe that much of what is said here is relevant to other situations where students do not have control over their environment or access to the outside world, - other forms of correctional facilities, - closed facilities for asylum-seekers and - mental institutions, maybe - other hospital facilities or - armed forces on active service. We’ll then look at the profile of the HE student in prison – who are they? what do they study? Why do they study? How do they study? I use results from my research to outline the benefits and barriers to teaching and learning in a secure environment – in particular the digital divide Some of the work that’s being done in the UK and elsewhere to bridge the digital divide and the developing support communities The way forward – what is needed both in terms of pedagogy and technology to develop these communities further
So why do prisoners study HE? What are the benefits? They want to use their time usefully and stay away from the bad elements in the prison. Here are a few student comments. They develop confidence from finding they can do study at this level, by staying the course, by succeeding. They feel empowered by their knowledge and their ability to break away from their past and to be treated as a student; to be valued. This is sometimes the first time in their lives that someone has believed in them. These students are given options that they haven’t had before – and particularly the option to stop reoffending because it changes their values , gives them hope for the future. Often it’s not the first or even the second course which makes the difference but there certainly seems to be a point at which they realise that there is another path & that education really can change their lives. It appears to be these softer skills which come from independent higher level study which really helps these prisoners to change. So what are the challenges? Well it will help first to look at the student’s learning environment
Here’s our student – they often find it difficult to find quiet & must study alone in their cell but there is an education dept which deals with standard basic education and sometimes they are able to attend. Student communicates with other students in the prison - rarely on same course but they do sometimes develop informal study groups – peer support usually works best when there is a flexible distance learning environment which has some IT facility and is coordinated effectively by the prison education staff who are usually teachers of . Some of them are extremely committed There OU associate lecturer in yellow visit the student and provide face to face tutorials where possible and occasionally have telephone tutorials, otherwise the communication is via letter or occasionally via CD or DVD. Everything must go via the education staff – never direct. Similarly assignments are sent out via the education staff. Special people - prison education coordinator or the Associate Lecturer who believed in them. OU provides good student support but again direct access to the student is not possible and makes support difficult. Other prisoners can be a problem – a recent publication by some US authors ( Nancy Wolff; Jing Shi; Jane Siegel – Justice Quarterly) showed that HE is one of the key factors in bullying incidences in prison – jealousy or ‘difference’. It is a hostile environment Prison guards or officers are normally indifferent to education but they can be negative and very unhelpful. Ignorance is a factor – they don’t trust what they don’t understand - a graphics calculator can be confiscated if its seen as a threat. Click for list. Note that the outside world also contains the media and the public. Prison is there to protect the public. Thanks to the media sensationalism there is a poor public perception of the HE and distance learner in prison. And of course the internet